Active Learning in Undergraduate (Micro)Biology Courses
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Authors
Emmons, Christine B.
Issue Date
2025
Type
Dissertation
Language
en_US
Keywords
5E learning cycle , active learning , ICAP framework , microbiology education , social constructivism , student engagement
Alternative Title
Abstract
This qualitative case study explores how students experienced an undergraduate microbiology course redesigned to integrate active learning within a combined lab–lecture format. The study was grounded in Vygotsky’s theory of social constructivism and examined how this environment shaped student engagement, conceptual understanding, confidence, and retention. Data came from three rounds of student interviews, written reflections submitted after each content unit, and instructor observations documented through photographs and video. The research was conducted at a Hispanic-serving community college in Northern Nevada.The course design drew on Bybee’s 5E instructional model, which emphasizes engagement, exploration, explanation, elaboration, and evaluation. Students encountered microbiological concepts through hands-on labs, physical models, real-world inquiry, peer teaching, and collaborative discussions. Formative assessments were also used to check understanding and align with ICAP’s (Interactive, Constructive, Active, and Passive) learning modes.
Thematic analysis identified seven interconnected themes: collaboration, community, comprehension, confidence, learning experience, recall, and retention. Students described moving away from passive learning toward more active participation. Many reported greater clarity, motivation, and a sense of belonging in the classroom. They often credited the integration of lab and lecture, along with tactile and collaborative activities, for helping them retain information more effectively and connect more deeply with the content. Students also emphasized the importance of the supportive classroom climate created by peer interaction and instructor encouragement.
Overall, the findings suggest that integrated, socially supportive, and inquiry-based approaches can strengthen student success in microbiology and may hold promise for STEM education more broadly.