It has become apparent through the work of many researchers and practitioners that adults learn differently than their younger counterparts in the educational system. This is especially important to those educators teaching in colleges and universities in the sciences. Biology education in the post-secondary setting is inundated with teachers who know biology backward and forward but lack the skills to effectively teach that knowledge to others. By applying the theories of andragogy, transformational learning, and experiential learning, and by integrating practices of self-directed learning and critical reflection, we can improve the effectiveness of biology education in American colleges and universities.
Research Article| August 01 2012
Learning Theories & Their Application to Science Instruction for Adults
1CHRISTA BASS is an Instructor of Biology at Angelina College, 3500 South First Street, Lufkin, Texas 75902. She is a postgraduate student pursuing a Ph.D. in Post Secondary and Adult Education at Capella University. E-mail: firstname.lastname@example.org.
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The American Biology Teacher (2012) 74 (6): 387–390.
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Christa Bass; Learning Theories & Their Application to Science Instruction for Adults. The American Biology Teacher 1 August 2012; 74 (6): 387–390. doi: https://doi.org/10.1525/abt.2012.74.6.6
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