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Hobbins JO, Murrant CL, Snook LA, et al. Incorporating higher order thinking and deep learning in a large, lecture-based human physiology course: can we do it?. Adv Physiol Educ. 2020;44(4):670-678doi: 10.1152/advan.00126.2019.
Hobbins, J. O., Murrant, C. L., Snook, L. A., Tishinsky, J. M., & Ritchie, K. L. (2020). Incorporating higher order thinking and deep learning in a large, lecture-based human physiology course: can we do it?. Advances in physiology education, 44(4), 670-678. https://doi.org/10.1152/advan.00126.2019
Hobbins, Justine O, et al. "Incorporating higher order thinking and deep learning in a large, lecture-based human physiology course: can we do it?." Advances in physiology education vol. 44,4 (2020): 670-678. doi: https://doi.org/10.1152/advan.00126.2019
Hobbins JO, Murrant CL, Snook LA, Tishinsky JM, Ritchie KL. Incorporating higher order thinking and deep learning in a large, lecture-based human physiology course: can we do it?. Adv Physiol Educ. 2020 Dec 01;44(4):670-678. doi: 10.1152/advan.00126.2019. PMID: 33079565.
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Adv Physiol Educ. 2020 Dec 01;44(4):670-678. doi: 10.1152/advan.00126.2019.

Incorporating higher order thinking and deep learning in a large, lecture-based human physiology course: can we do it?.

Advances in physiology education

Justine O Hobbins, Coral L Murrant, Laelie A Snook, Justine M Tishinsky, Kerry L Ritchie

Affiliations

  1. Department of Human Health and Nutritional Science, University of Guelph, Guelph, Ontario, Canada.

PMID: 33079565 DOI: 10.1152/advan.00126.2019

Abstract

Large classes taught with didactic lectures and assessed with multiple-choice tests are commonly reported to promote lower order (LO) thinking and a surface approach (SA) to learning. Using a case study design, we hypothesized that incorporating instructional scaffolding of core physiology principles and assessing students exclusively with long-answer written tests would encourage higher order (HO) thinking and promote a deep approach (DA) to learning in a two-course physiology sequence (Phys I and II), despite their large size. Test questions were categorized as LO or HO according to the Blooming Biology Tool, and students' LO and HO performance was determined for each of six tests across the two courses. The validated Revised Two-Factor Study Process Questionnaire survey tool was administered at the beginning and end of each course to measure student approach to learning. HO performance was maintained across Phys I (72.9 ± 19.4 vs. 74.8 ± 20.7%,

Keywords: Bloom’s Taxonomy; approach to learning; assessment; core principles; large class

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