通过教学学习有效地提高了细胞课程分子生物学中的学习成果
Ivan Mijakovic1,2, Shadi Rahimi1
1Division of Systems and Synthetic Biology, Department of Life Sciences, Chalmers University of Technology, Gothenburg, Sweden.
概括
积极学习策略,包括通过教学和同行评审进行学习,显著改善了分子和细胞生物学的本科生成果. 学生更喜欢这些积极的方法比传统的讲座,显示更高的考试成绩.
科学领域:
- 分子和细胞生物学教育分子和细胞生物学教育
- 本科科学教学学术的教育学.
背景情况:
- 传统的讲座主导了基础科学课程.
- 需要有效的积极学习策略来提高学生的参与度和成果.
研究的目的:
- 评估积极学习,特别是通过教学和同行评审进行的学习对基础分子和细胞生物学课程的本科学习成果的影响.
- 为了比较主动学习组件与经典讲座交付的有效性.
主要方法:
- 实施了一次文学研讨会,同行评审 (25%的课程内容),学生们在其中介绍和批评文章.
- 其余75%的课程使用了古典讲座.
- 分配学生组来介绍科学内容和对手组来挑战和评估.
主要成果:
- 学生反调查表明,积极的接待和强烈推的积极学习组件.
- 考试成绩显示,与经典讲座相比,通过教学活动学习的学习成果始终更高.
结论:
- 积极学习方法,特别是通过教学和同行评审进行学习,在加强分子和细胞生物学本科学习方面是有效的.
- 与传统讲座相比,积极学习策略可以提高学生的参与度和学习成果.
- 根据学生的反,建议进一步优化积极学习组件.
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