It's Personal and Pedagogical: Peer Learning Assistants Use Multiple Strategies to Support Student Learning in College Biology Courses.
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| Title: | It's Personal and Pedagogical: Peer Learning Assistants Use Multiple Strategies to Support Student Learning in College Biology Courses. |
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| Authors: | Ferrari, Brittney1 (AUTHOR) baferrari@uga.edu, LaBonte, Peyton2 (AUTHOR), Kittleson, Julie3 (AUTHOR) |
| Source: | Journal of College Science Teaching. Nov/Dec2024, Vol. 53 Issue 6, p546-553. 8p. |
| Subject Terms: | *Teaching methods, *Student-centered learning, *College curriculum, *Active learning, *Learning strategies |
| Abstract: | As introductory college science courses transition from large, passive lectures to more student-centered active learning environments, additional instructional support may be needed. Peer Learning Assistants (PLAs) can aid course transformations by helping facilitate active learning and peer engagement among students in the classroom. Pedagogical training prepares PLAs to guide student learning through a variety of evidence-based strategies. However, little is known about how PLAs enact these pedagogical strategies to promote learning during student interactions. In this qualitative study, we sought to understand the ways in which PLAs support student learning in introductory college biology courses. Thematic analysis of interviews with PLAs revealed they use both relational and cognitive strategies while interacting with students. Relational strategies included making students comfortable and attending to student differences to create an inclusive learning environment. Cognitive strategies related to building students' understanding by asking guiding questions, eliciting student thinking, and providing alternative explanations. By engaging in these actions with PLAs, students may learn to adopt similar practices. Therefore, PLAs facilitate student-centered instruction by guiding student thinking and fostering student development of learning strategies. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180430442 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: It's Personal and Pedagogical: Peer Learning Assistants Use Multiple Strategies to Support Student Learning in College Biology Courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ferrari%2C+Brittney%22">Ferrari, Brittney</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> baferrari@uga.edu</i><br /><searchLink fieldCode="AR" term="%22LaBonte%2C+Peyton%22">LaBonte, Peyton</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kittleson%2C+Julie%22">Kittleson, Julie</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. Nov/Dec2024, Vol. 53 Issue 6, p546-553. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22College+curriculum%22">College curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: As introductory college science courses transition from large, passive lectures to more student-centered active learning environments, additional instructional support may be needed. Peer Learning Assistants (PLAs) can aid course transformations by helping facilitate active learning and peer engagement among students in the classroom. Pedagogical training prepares PLAs to guide student learning through a variety of evidence-based strategies. However, little is known about how PLAs enact these pedagogical strategies to promote learning during student interactions. In this qualitative study, we sought to understand the ways in which PLAs support student learning in introductory college biology courses. Thematic analysis of interviews with PLAs revealed they use both relational and cognitive strategies while interacting with students. Relational strategies included making students comfortable and attending to student differences to create an inclusive learning environment. Cognitive strategies related to building students' understanding by asking guiding questions, eliciting student thinking, and providing alternative explanations. By engaging in these actions with PLAs, students may learn to adopt similar practices. Therefore, PLAs facilitate student-centered instruction by guiding student thinking and fostering student development of learning strategies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180430442 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0047231X.2024.2390299 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 546 Subjects: – SubjectFull: Teaching methods Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: College curriculum Type: general – SubjectFull: Active learning Type: general – SubjectFull: Learning strategies Type: general Titles: – TitleFull: It's Personal and Pedagogical: Peer Learning Assistants Use Multiple Strategies to Support Student Learning in College Biology Courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ferrari, Brittney – PersonEntity: Name: NameFull: LaBonte, Peyton – PersonEntity: Name: NameFull: Kittleson, Julie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov/Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0047231X Numbering: – Type: volume Value: 53 – Type: issue Value: 6 Titles: – TitleFull: Journal of College Science Teaching Type: main |
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