通过图形组织者在大量招生本科生物学课程中通过包容性写作学习作业提高学生表现
Alison Wallace1, Theresa Barosh2, Ellen Brisch1
1Department of Biosciences, Minnesota State University, Moorhead, Minnesota, USA.
Journal of microbiology & biology education
|December 18, 2023
概括
在大型生物学课堂上,写作学习作业可以提高学生的成绩. 这些作业,当设计与包容性的教学,支持有意识的实践和参与,使所有学生,特别是少数群体受益.
科学领域:
- 在STEM教育方面.
- 生物学教学 生物学教学
- 积极学习策略 积极学习策略
背景情况:
- 招生人数众多的班级为实施积极学习策略带来了后勤挑战.
- 写作是一种关键的科学技能,也是提高学生参与STEM课程的潜在工具.
- 大班的代写作作需要创新的教学方法.
研究的目的:
- 在一个大型的本科生物学课程中调查写作学习作业和学生表现之间的关联.
- 探索如何整合到写作作业中的包容性学习教学方法,影响学生的参与和成果.
- 检查故意实践和包容性参与在各种学生群体的积极学习中的作用.
主要方法:
- 在一个大型的本科生物学课程中实施代写作学习作业.
- 任务的设计与包容性学习教学方法保持一致.
- 分析与作业设计和实施有关的学生绩效指标.
主要成果:
- 在设计具有包容性教学方法的写作学习作业和改善学生绩效指标之间发现了关联.
- 这些任务提供了有意识练习的机会,这是技能发展的关键组成部分.
- 写作作业中的包容性参与策略与积极的学生成果有关.
结论:
- 写作学习作业,当经过深思熟虑设计时,可以有效地克服大型STEM课堂的后勤障碍.
- 将包容性的教学方法整合到写作作业中,可以提高参与度和学业成绩.
- 支持"头脑和心脏"假设,表明故意练习和包容性参与对于积极学习对少数群体学生的影响至关重要.
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