在核心概念形式中重建一个入门生理学单元:帮助学生像生理学家一样思考
Sarah J Etherington1, Natalie Callan1, Shu Hui Koh1
1School of Medical, Molecular and Forensic Sciences, Murdoch University, Perth, Australia.
Advances in physiology education
|June 22, 2023
概括
围绕六个物理学的核心概念重新设计一个本科生理学单元,改善了学生的学习反. 这种方法虽然具有挑战性,但增强了批判性思维,并为学生提供了未来研究的基础理解.
科学领域:
- 生理学教育教育 物理学教育
- 课程设计 课程设计
- 本科科学教学 学士学位科学教学
背景情况:
- 介绍本科生理学单元往往缺乏一个凝聚力的结构.
- 架构高级学习需要基本的生理学原则.
- 现有的课程可能无法有效地促进学生的深入理解.
研究的目的:
- 在默多克大学重新设计一个本科脊椎动物生理学单元 (BMS107).
- 将生理学的六个核心概念纳入课程.
- 为了提高学生的掌握能力和生理学中的批判性思维.
主要方法:
- 实施以核心概念为中心的创新课程和教学方法.
- 围绕六个核心概念进行结构化内容,学习材料和评估.
- 通过修订活动,积极让学生参与核心概念.
主要成果:
- 学生的平均成绩和整体满意度没有受到影响.
- 学生同意接受有帮助的反的比例增加了14%.
- 学生们认识到核心概念方法是专注理解和批判性思维的工具.
结论:
- 一个核心概念强调生理学教育对员工来说具有挑战性,但有价值.
- 这种方法为学生提供了未来学术和职业进步的"学科护照".
- 重新设计提供了一个可扩展的模型,通过核心原则来增强入门生理学教育.
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