Using Discussion to Promote Learning in Undergraduate Biology

Abstract

In-class discussions can help students explore, develop, synthesize, and evaluate scientifi c ideas. At the same time, discussion can provide an opportunity for instructors to formatively assess student understanding and learning. In-class discussion can foster the ability to communicate and collaborate, identifi ed by the Vi-son and Change in Biology process as a core competency expected of undergraduate biology majors (Brewer and Smith 2011). However, leading an effective discussion is often challenging for both faculty and students. Even very experienced educators can struggle to foster productive student discussions and may be intimidated by the idea of "losing control" of the classroom by allowing student discussions to occur. Students can also lead effective classroom discussions; however, many of them may never have been given any instruction on how to do so. To address these challenges of using discussion as a learning tool, we explored the many ways in which discussion can be structured to make it easier to lead. Facilitators can use techniques such as the three we demonstrated (see the section on "Cases studies" below for examples of rotation stations, chalk talks, and snowballing) to help facilitate discussions, and there are