The Influence of Lecturers' Expectations of Students' Role in Meaning Making on the Nature of Their Powerpoint Slides and the Quality of Students' Note-Making: A First-Year Biology Class Context

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  • Author(s): Dukhan, Shalini (ORCID Dukhan, Shalini (ORCID 0000-0002-2139-3232); Brenner, Elisabeth; Cameron, Ann
  • Language:
    English
  • Source:
    African Journal of Research in Mathematics, Science and Technology Education. 2019 23(1):100-110.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      11
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      College Faculty; Teacher Expectations of Students; Visual Aids; Notetaking; Introductory Courses; Biology; College Science; Student Centered Learning; Teacher Attitudes; Undergraduate Students; Instructional Effectiveness; Learning Strategies; Course Descriptions; Foreign Countries; Cognitive Ability; Lecture Method; Teacher Responsibility; Student Responsibility; Influences
    • Subject Terms:
      South Africa
    • Accession Number:
      10.1080/18117295.2019.1598625
    • Abstract:
      Learning within first-year biology is about inquiry, but in this content-heavy science students can easily fall into the trap of parrot-fashion learning. This study investigates the influence of lecturers' expectation of students in meaning making on the nature of their slides and the quality of students' note-making. Data were collected by classroom observations, video-recordings, a questionnaire for students and interviews with lecturers and students. The quantity and quality of students' notes were analysed for four lectures. The analysis of data resulted in three categories of lecturers: 'student-centred', 'student-directed' and 'teacher-centred'. The "student-centred" lecturers provided key points on their slides, anticipated that students would build on their class notes and focused on the development of the students' critical-thinking ability. The "student-directed" and "teacher-centred" lecturers aimed to complete the syllabus and emphasised the provision of detailed slides that first-years needed to learn. In addition, "student-directed" lecturers stated that they attempted to simplify topics that they knew students found challenging. When undergraduates perceived that the lecturers' slides did not provide sufficient content for assessments, they reported that they captured more notes during and after the lecture, but analysis revealed that the first-years' notes were usually a close reflection of lecture slides.
    • Abstract:
      As Provided
    • Publication Date:
      2019
    • Accession Number:
      EJ1216624