增加结构和积极学习减少了入门生物学方面的成就差距
David C Haak1, Janneke HilleRisLambers, Emile Pitre
1Department of Biology, Box 351800, University of Washington, Seattle, WA 98195, USA.
概括
一个结构化的生物学课程设计提高了所有学生的表现,并减少了成绩差距,没有额外的成本. 通过积极学习进行密集的实践,特别有利于有能力但准备不足的学生.
科学领域:
- 在STEM教育方面.
- 生物学入门课 生物学入门课
- 高级认知技能的高阶认知技巧
背景情况:
- STEM教师面临着提高不同学生的绩效和留学生的压力.
- 现有的计划,以缩小成就差距往往需要大量的外部资金.
- 在来自不利和非不利教育背景的学生之间仍然存在差异.
研究的目的:
- 调查是否高度结构化的课程设计可以提高学生的成绩,并减少入门生物学中的成绩差距.
- 确定这种方法是否可以在不增加财务支出的情况下实施.
- 为了测试卡内基大厅关于密集实践和学生利益的假设.
主要方法:
- 在大学一级的入门生物学课程中实施了高度结构化的课程设计.
- 整合了日常和每周的实践,专注于解决问题和数据分析.
- 强调积极学习的练习来发展更高层次的认知技能.
主要成果:
- 所有学生都在入门生物学课程中表现得更好.
- 弱势和非弱势学生之间的成绩差距显著缩小.
- 在没有增加课程开支的情况下实现了改进.
结论:
- 结构化,实践密集的课程设计是改善学生在STEM方面的成绩的有效策略.
- 积极学习和一致的实践可以在没有额外资金的情况下缩小成就差距.
- 这些发现支持卡内基音乐厅的假设,强调了有能力但准备不足的学生的好处.
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