结构化工作表:简单的积极学习策略,以提高透明度和促进沟通
1Neuroscience Program, Westminster College, New Wilmington, PA.
概括
脚手架的工作表通过澄清期望和支持小组工作来增强神经科学课程的积极学习. 这种简单,低资源的方法提高了学生的学习和参与度,即使是在远程教学.
科学领域:
- 神经科学教育 神经科学教育
- 认知科学教学 认知科学教学
背景情况:
- 积极学习策略对学生的成绩有积极的影响.
- 简单,低资源的积极学习技术增加了教师的采用,并减少了学生的怀疑.
- 对期望的透明度和元认知是有效主动学习的关键.
研究的目的:
- 评估脚手架工作表在高级神经科学课程中促进主动学习的有效性.
- 评估工作表对学生学习,小组工作和教师期望透明度的影响.
- 探索这些方法在远程学习环境中的适应性.
主要方法:
- 在行为神经科学课程 (个人/团队完成) 中,实施支架式工作表与实践问题.
- 使用共享的小组工作表来在认知课程中构建小组项目,详细说明预期和时间表.
- 在整个项目中,通过工作表将教师反机制纳入项目.
主要成果:
- 学生对工作表做出了积极反应,报告了增强的学习和减少对小组工作的焦虑.
- 支架式工作表方法促进了积极的学习,并维持了由于COVID-19的远程学习期间的学生支持.
- 工作表提高了任务的透明度,并支持元认知.
结论:
- 脚手架工作表是促进神经科学教育中积极学习,透明度和元认知的有效和可适应的工具.
- 这些方法可以缓解与小组工作相关的共同担忧,并支持各种学习需求.
- 机构支持对于更广泛地实施和影响积极学习策略至关重要.
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