Team-based learning (TBL) is an instructional strategy where students participate in a set of activities including, applying course concepts to real-life case studies in instructor-selected teams. Here, we describe how TBL has been incorporated into a 3rd year, large, environmental chemistry course and investigate the benefits of using this strategy. A combination of pre/post survey and coursework data were analyzed to understand: (1) What were student perceptions of TBL? (2) How did using TBL to deliver content influence student learning, measured by exam performance? (3) How did students’ team skills evolve? Post-survey results indicate that students perceived TBL as enhancing their interest in course content, creating real-world connections, and most helpful for achieving practical critical thinking skills. Student performance on TBL-related final exam items was significantly better (Mean = 73%, SD = 21%) than non TBL-related final exam items, (Mean = 65%, SD = 21%), despite the level of complexity being similar between the two categories. The pre/post survey results indicate that, as compared to the start of term, students reported being significantly more comfortable expressing opinions in group meetings (t(78) = 4.25, p < 0.001, Cohen's d = 0.48), and leading group discussions (t(78) = 3.11, p = 0.003, Cohen's d = 0.35), by the end of the term. The one-minute reflections (completed following the first and fifth TBL activities) indicated that there was a 14% increase (77% vs. 91%) in the number of students reporting on collective team decision making. This study demonstrates the wide-ranging positive impacts of TBL to student learning in a large Environmental Chemistry course all while enhancing active learning and applying chemistry concepts to relevant and real-life case studies.

中文翻译：

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在大型环境化学课程中实施团队学习及其对学生学习和感知的影响

基于团队的学习 (TBL) 是一种教学策略，学生参与一系列活动，包括将课程概念应用于教师选择的团队中的现实案例研究。在这里，我们描述了如何将 TBL 纳入三年级大型环境化学课程，并研究使用该策略的好处。结合前/后调查和课程作业数据进行分析，以了解：(1) 学生对 TBL 的看法是什么？(2) 使用 TBL 传递内容如何影响学生的学习（通过考试成绩来衡量）？（3）学生的团队能力是如何发展的？调查后结果表明，学生认为 TBL 可以增强他们对课程内容的兴趣，建立现实世界的联系，并且对于获得实用的批判性思维技能最有帮助。尽管复杂程度较低，但学生在 TBL 相关期末考试项目上的表现（平均值 = 73%，SD = 21%）明显优于非 TBL 相关期末考试项目（平均值 = 65%，SD = 21%）。两个类别之间相似。前/后调查结果表明，与学期开始时相比，学生在小组会议（t (78) = 4.25，p < 0.001，Cohen's d = 0.48）和领导小组讨论中更愿意表达意见。 （t (78) = 3.11，p = 0.003，Cohen's d = 0.35），到学期结束时。一分钟的反思（在第一次和第五次 TBL 活动之后完成）表明，报告集体团队决策的学生数量增加了 14%（77%比91%）。这项研究证明了 TBL 对学生在大型环境化学课程中学习的广泛积极影响，同时增强了主动学习并将化学概念应用于相关和现实案例研究。