A comparison between traditional and constructivist teaching in college biology

Two large sections of introductory biology for nonmajors were given the same course information with two different teaching styles. One group (N=86) was presented material in the traditional teacher-centered manner of lecture and laboratory while course information was given to the second group (N=98) in the student-centered, constructivist format. Learning was assessed in both groups with the same evaluative instruments and the results compared. This analysis revealed that the experimental (constructivist taught) population did significantly better than the control (traditionally taught) population. Furthermore, the students in the experimental group maintained a better attitude throughout the semester and enjoyed the introductory course more than the students in the control population. © 1997 Human Sciences Press, Inc.