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解开和验证生理学的"生理适应"核心概念
Suzanne Estaphan1, Glenn D Wadley2, Gabrielle Todd3
1Medical School, ANU College of Health & Medicine, The Australian National University, Acton, Australia.
Advances in physiology education
|August 31, 2023
概括
生理学教育工作者将"生理适应"定义为一个核心概念,将其分解为主题和子主题. 这些组成部分被认为是学生必不可少和适度困难的,指导课程开发.
科学领域:
- 生理学教育生理学教育
- 核心概念开发 核心概念开发
- 课程设计 课程设计
背景情况:
- 一个由25名澳大利亚生理学教育工作者组成的全国性工作组使用德尔菲协议确定了生理学的七个核心概念.
- "生理适应"的核心概念被定义为"生物在整个生命周期中适应和适应内部和外部环境的急性和慢性变化.
研究的目的:
- 将"生理适应"的核心概念分解成可管理的主题和子主题.
- 评估这些主题和子主题对学生学习的重要性和难度.
主要方法:
- "生理适应"的核心概念被三个工作组成员和一个促进者分为四个主题和九个子主题.
- 特别工作组的22名成员提供了反,并通过在线调查使用五分利克特级别对主题/子主题的重要性和难度进行了评分.
- 统计分析包括费舍尔的精确测试和ANOVA,以检查重要性和难度分数的差异.
主要成果:
- 主题/子主题的重要性被评为基本或重要 (平均分数1.12.2).
- 难度被评为中度难度 (平均分数为2.93.4).
- 在主题/子主题之间观察到微妙但显著的重要性分数差异,而难度分数没有显著差异.
结论:
- "生理适应"核心概念的解读是成功的,产生了相关的主题和子主题.
- 这些主题和子主题为在整个生理学课程中开发一致的学习成果,评估和教学策略提供了基础.
- 这些发现支持将这些结构化概念整合到生理学教育中,以增强学生的理解.
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