设计活动以教授高阶技能:反和约束如何影响实验设计的学习
Eli Meir1, Denise Pope2, Joel K Abraham3
1SimBiotic Software, Missoula, MT 59801.
CBE life sciences education
|December 12, 2023
概括
生物教育模拟中的反直接改善了学生对实验设计的学习. 不同的任务限制的影响最小,这表明反是有效主动学习工具的关键.
科学领域:
- 生物教育教育 生物学教育
- 教育技术的教育技术
- 认知科学 认知科学
背景情况:
- 积极学习和基于模拟的活动增强生物学学生的学习,特别是更高层次的技能.
- 在这些环境中最佳的学习取决于特定的活动特征,需要进一步调查.
研究的目的:
- 在基于模拟的实验设计教程中调查反和约束对学生学习的影响.
- 确定哪些主动学习工具的特征最有效地促进了实验设计技能的获得.
主要方法:
- 开发了"理解实验设计"模拟教程的三个版本,操纵反和约束级别.
- 通过使用各种评估方法,评估学生对实验设计的学习.
- 分析了反和约束对学习成果的直接和间接影响.
主要成果:
- 在反的存在和学生的学习收益之间观察到直接的正相关性.
- 任务约束中的微小调整显示了对学习的微妙和主要间接影响.
- 反成为提高技能获取的关键因素.
结论:
- 反是最大限度地提高旨在教授更高层次技能的教育工具影响力的关键组成部分.
- 教学设计师可以在一定范围内调整约束级别,以优化其他教学特征,如立即反交付和学生参与时间.
- 建议在主动学习模拟设计中优先考虑反,以改善教育成果.
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