研究评估问题框架对本科生生物学学生偏好和影响的影响
Jeremy L Hsu1, Noelle Clark1, Kate Hill1
1Schmid College of Science and Technology, Chapman University, Orange, CA 92866.
CBE life sciences education
|October 10, 2023
概括
学生们更喜欢使用"你"来框架生物学评估问题,尽管这没有影响表现或压力. 这种自我参考的方法可以改善问题处理和学生的态度.
科学领域:
- 生物教育教育 生物学教育
- 教育心理学教育心理学
背景情况:
- 本科生物学课程广泛使用测试和考试进行评估.
- 有限的研究存在于问题框架如何影响学生的表现和影响.
研究的目的:
- 调查评估问题框架对学生成绩的影响,并影响本科生理学的影响.
- 在实验场景中比较自我参考框架,同学名字和对立刻板的科学家名字.
主要方法:
- 在同一本科生物学课程的不同部分进行了准随机实验研究.
- 呈现出异形评估问题,并对场景框架进行了变化:自我引用 ('你'),同学名字和对立刻观的科学家名字.
- 学生的表现,压力,身份和影响在整个学期都被测量.
主要成果:
- 在框架组之间没有发现学业成绩,自我报告的压力或身份的显著差异.
- 学生们压倒性地更喜欢自我参考 ("你") 框架,这表明在问题参与中存在潜在的好处.
- 问题框架显著影响了一些学生对评估问题的影响和态度.
结论:
- 虽然问题框架没有改变表现或压力,但自我参考方法提高了学生的偏好,并可能改善问题理解.
- 教师应该考虑框架技术,以积极影响学生的影响和参与评估材料.
- 建议进行进一步的研究,以探索生物教育中问题框架的细微影响.
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