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El aumento de la estructura y el aprendizaje activo reducen la brecha de logros en la biología introductoria
David C Haak1, Janneke HilleRisLambers, Emile Pitre
1Department of Biology, Box 351800, University of Washington, Seattle, WA 98195, USA.
Science (New York, N.Y.)
|June 4, 2011
Resumen
Un diseño estructurado del curso de biología mejoró el rendimiento de todos los estudiantes y redujo las brechas de rendimiento sin costos adicionales. La práctica intensiva, a través del aprendizaje activo, beneficia particularmente a los estudiantes capaces pero poco preparados.
Área de la Ciencia:
- La educación STEM es la educación STEM.
- Biología introductoria Biología introductoria.
- Habilidades cognitivas de orden superior.
Sus antecedentes:
- Los instructores de STEM se enfrentan a presiones para mejorar el rendimiento y la retención de diversos estudiantes.
- Los programas existentes para cerrar las brechas de logros a menudo requieren una financiación externa significativa.
- Las desigualdades persisten entre los estudiantes de entornos educativos desfavorecidos y no desfavorecidos.
Objetivo del estudio:
- Investigar si un diseño de curso altamente estructurado puede mejorar el rendimiento de los estudiantes y reducir las brechas de rendimiento en biología introductoria.
- Determinar si este enfoque puede implementarse sin aumentar el gasto financiero.
- Para probar la hipótesis de Carnegie Hall con respecto a la práctica intensiva y el beneficio del estudiante.
Principales métodos:
- Implementó un diseño de curso altamente estructurado en una clase de biología introductoria a nivel universitario.
- La práctica diaria y semanal incorporada se centró en la resolución de problemas y el análisis de datos.
- Enfatizó los ejercicios de aprendizaje activo para desarrollar habilidades cognitivas de orden superior.
Principales resultados:
- Todos los estudiantes demostraron un mejor rendimiento en el curso introductorio de biología.
- La brecha de rendimiento entre estudiantes desfavorecidos y no desfavorecidos se redujo significativamente.
- Las mejoras se lograron sin ningún aumento en los gastos del curso.
Conclusiones:
- Un diseño de curso estructurado e intensivo en la práctica es una estrategia efectiva para mejorar los resultados de los estudiantes en STEM.
- El aprendizaje activo y la práctica consistente pueden cerrar las brechas de logro sin financiación adicional.
- Los hallazgos apoyan la hipótesis de Carnegie Hall, destacando los beneficios para los estudiantes capaces pero poco preparados.
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