Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning-Reference-Cited by-同舟云学术

Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning

Published:2021-06 Issue:2 Volume:20 Page:ar26
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

McConnell Melody¹,Boyer Jeffrey²,Montplaisir Lisa M.³,Arneson Jessie B.⁴,Harding Rachel L.S.³,Farlow Brian⁵,Offerdahl Erika G.⁴

Affiliation:

1. Division of Science and Mathematics, Mayville State University, Mayville, ND 58257

2. Office of the Provost and

3. Department of Biological Sciences, North Dakota State University, Fargo, ND 58105

4. Washington State University, School of Molecular Biosciences, Pullman, WA 99164

5. Minnesota State Community and Technical College, Moorhead, MN 56563

Abstract

The Classroom Observation Protocol for Undergraduate STEM (COPUS) instructional styles reliably distinguish between frequency patterns of classroom behaviors, but do not readily discern differences in formative assessment and feedback. Given the positive relationship between formative assessment and student learning, this study highlights the limitations of the COPUS in documenting the results of STEM reform.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference43 articles.

1. Visual Literacy in Bloom: Using Bloom’s Taxonomy to Support Visual Learning Skills

2. Rethinking models of feedback for learning: the challenge of design

3. The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types

4. Meta-Analytic Methodology and Inferences About the Efficacy of Formative Assessment

Cited by 11 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study;Advances in Physiology Education;2024-09-01

2. Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study;Journal of Microbiology & Biology Education;2024-08-20

3. The Classrooms of STEM Graduate Students Are Interactive After a Practice-Based Pedagogical Training Program;Journal of College Science Teaching;2024-06-26

4. Instructional Styles and Differentiated Instruction Practices of Teachers in Cluster Xiii, Davao City;International Journal of Innovative Science and Research Technology (IJISRT);2024-05-30

5. Modeling students’ behavioral engagement through different in-class behavior styles;International Journal of STEM Education;2023-03-11