大学生研究室における認知,精神運動,感情的学習に関する学生の認識
Alexandra Cleaver1, Lauren Crean1, Susan Howitt1
1Research School of Biology, Australian National University, Canberra, Australia.
まとめ
生物化学と分子生物学の大学生は 実験室での実践的な作業や 様々な課題や学習成果を 評価しています オンラインの代替手段よりも 直接の実験を好むのです
科学分野:
- 生化学と分子生物学教育
- 研究室での大学生研修
- 実験的なスキルの開発
背景:
- 生物化学と分子生物学は実践的な訓練を必要とする実験的科学である.
- 大学生の実習は不可欠ですが,資金と質の面で制限があります.
- 効果的な訓練の鍵となるのは,学生の総合的な実務経験の認識です.
研究 の 目的:
- 大学生の実践的な実験経験に対する認識を調査する.
- 実践的なスキルの学生の自信を評価し,価値のある/挑戦的な側面を特定する.
- 実験室での体験とオンラインでの体験を 比較する
主な方法:
- 修士課程の2年生を対象に実施された調査で,実用的なスキルに対する自信が示されました.
- 実験室での生徒の価値観と課題の探求
- 調査データを補うための定性面接
- オンラインの実験室での体験に対する学生の好み分析
主要な成果:
- 学生は実践的なスキルに高い自信を持っており,認知,精神運動,感情的な領域で多様な学習成果を認識しました.
- 実験室での課題は学生によって様々でした.
- 大半の学生はオンライン体験を 直接の実習の代わりとして見ていない.
結論:
- 実践的な作業は 学生の様々な経験に合わせたものでなければなりません
- 評価戦略は 心理的学習と感情的学習を 組み込むべきであり, 報告から得られる 認知的な結果だけではありません.
- 研究室での体験は 学生のスキル開発に 高い評価を得ています
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