Proposal Title
“Biology is just memorization” : Showing students a different way to study
Session Type
Digital Poster
Room
University College, 1110
Start Date
4-7-2019 3:00 PM
Keywords
study skills, meta-cognition, recall, first-year, large enrolment
Primary Threads
Teaching and Learning Science
Abstract
Biology course instructors, particularly those teaching first-year students, have been plagued with complaints of “memorization heavy courses.” While these complaints may not necessarily be unfounded in all cases, the fact remains that those of us teaching introductory, or “–ology” courses, such as zoology or mammalogy, often must spend time on the hierarchical systems used to categorize, sort, and organize the diversity of life. Learning characteristics and synapomorphic characters is an exercise in memorization in many cases, but can these studies be pitched to students in a better way? Recently in two first-year courses I have presented suggestions for studying for recall rather than memorization, and preliminary responses from students will be discussed. Working to change student’s perceptions of their study methods in these courses has been met with positive student opinions on learning despite the “memorization heavy” nature of the course.
Elements of Engagement
Looking to engage with attendees teaching similar first-year, “-ology”, or otherwise “memorization heavy” courses to compare experiences teaching in this space.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
“Biology is just memorization” : Showing students a different way to study
University College, 1110
Biology course instructors, particularly those teaching first-year students, have been plagued with complaints of “memorization heavy courses.” While these complaints may not necessarily be unfounded in all cases, the fact remains that those of us teaching introductory, or “–ology” courses, such as zoology or mammalogy, often must spend time on the hierarchical systems used to categorize, sort, and organize the diversity of life. Learning characteristics and synapomorphic characters is an exercise in memorization in many cases, but can these studies be pitched to students in a better way? Recently in two first-year courses I have presented suggestions for studying for recall rather than memorization, and preliminary responses from students will be discussed. Working to change student’s perceptions of their study methods in these courses has been met with positive student opinions on learning despite the “memorization heavy” nature of the course.