在一个大招生生物班中组建小组:小组永久性比小组规模更重要
Georgianne L Connell1, Deborah A Donovan1, Elli J Theobald2
1Biology Department, Western Washington University, Bellingham, WA 98225.
CBE life sciences education
|September 26, 2023
概括
较大的小组提高了考试成绩,而永久小组提高了学习和对生物学课程合作的态度. 最佳的小组动态取决于具体的课程活动.
科学领域:
- 生物教育教育 生物学教育
- 积极学习策略 积极学习策略
背景情况:
- 积极学习教学方法经常包含小组工作,需要研究最佳的小组组建策略.
- 了解小组规模和持久性如何影响学生的成绩对于有效的教学设计至关重要.
研究的目的:
- 调查小组规模 (三对六名学生) 对学生学习和态度的影响.
- 确定永久性与非永久性群体对学生学习成果和对合作的态度的影响.
主要方法:
- 用前/后评估和两阶段考试来评估学生的学习.
- 对团队工作的态度通过前后调查和退场调查来衡量.
- 实验条件包括固定群体大小 (3或6) 和群体永久性 (永久或非永久).
主要成果:
- 在较大的组 (6人) 中的学生在组考试和两个阶段考试的个人部分中获得了更高的分数.
- 与非永久组相比,永久组的成绩提高了小组考试成绩,对小组工作的态度更为积极.
- 无论是组规模还是组长期都没有显著影响整体后评估得分.
结论:
- 团队规模和永久性可以影响特定的学习成果和学生对协作工作的看法.
- 常驻小组培养了更好的态度,这可能是由于发展了积极的互动.
- 群组工作的最佳配置取决于背景,根据课堂上使用的特定活动而有所不同.
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