Active Learning and Conceptual Understanding in Biology

Abstract

Evidence within the science, technology, engineering, and mathematics (STEM) disciplines demonstrates that engagement in the learning process is pivotal for students’ development of conceptual understanding in their respective field of study. Achieving such engagement depends largely on the extent to which faculty incorporate active-learning strategies (ALSs) into their curricula in a purposeful manner. Specifically, ALSs should be aligned to explicit student learning objectives and forms of assessment in order to assist students in acquiring deep understanding of the content. In this chapter, we first define active learning and provide several examples of common ALSs. Subsequently, we discuss the relationship between active learning and students’ development of conceptual understanding in the biological sciences, with particular attention given to factors that have the potential to mediate that relationship. We conclude by offering recommendations for how faculty might assess conceptual understanding in their own classrooms as well as the efficacy of ALSs more broadly.