Active learning in a large first year biology class: A collaborative resource-based study project on AIDS in Science and Society

Didactic instruction encourages passive learning and deters students from d eveloping inquisitiveness, reasoning, problem solving and teamwork. We ther efore introduced a Study Project, AIDS in Science and Society, to our first year Biology students (n = 550 to 750). For 30 to 40 hours of resourced-ba sed learning, students worked in autonomous study groups, preparing for int er-group debates and the submission of personal written work. No academic l ecture support for AIDS was provided. Independent staff assessed the qualit y of written work and held interviews and questionnaire sessions with stude nts and tutors. The quality of student written work was highly acceptable, and tutors supported the exercise, The participation rate by students was v ery high (93%) and 89 to 92% of students stated that the project was a good way to learn. Students without prior qualifications in biology completed t he project as satisfactoraly as others. A resource bibliography is included .