游戏化作为一种教学微生物学关键概念的工具,用于生物学本科生:使用微生物相互作用和土壤功能的案例研究
Aislinn Estoppey1, Camille Tinguely1, Melissa Cravero1
1Laboratory of Microbiology, University of Neuchâtel, Rue Emile-Argand 11, CH-2000, Neuchâtel, Switzerland.
Access microbiology
|March 14, 2024
概括
让学生参与微生物学是非常具有挑战性的,因为微生物是不可见的. 本研究介绍了一款旨在教授基本细菌学和真菌学的纸牌游戏,通过积极参与和技能发展来增强学习.
科学领域:
- 微生物学教育 微生物学教育
- 基于游戏的学习.
背景情况:
- 微生物学概念对于学生来说很难理解,因为有机体的微观性质.
- 传统的讲座格式是被动的,对学生的参与和知识保留不那么有效.
- 积极学习策略,包括游戏化,可以提高学生的动力和技能获取.
研究的目的:
- 设计和评估一款用于教学生物学本科生基本细菌学和真菌学的纸牌游戏.
- 提高学生对微生物特征,分类学和生命周期的理解.
- 促进可转移技能和跨学科知识整合的发展.
主要方法:
- 开发一款卡牌游戏,由二年级学生创建微生物角色.
- 三年级学生利用这些角色来设计一个以森林垃圾退化为重点的生态游戏.
- 将实验验证和来自其他科学领域的知识整合到游戏设计中.
主要成果:
- 二年级学生通过角色创造有效地学习了微生物细胞形态,分类学和生命周期.
- 三年级学生成功地应用了生态概念,并从游戏开发的各个领域整合了知识.
- 基于游戏的方法促进了积极的学习和参与微生物学主题.
结论:
- 纸牌游戏是一种有效的工具,可以向本科生教授隐形微生物学概念.
- 游戏化增强了学生的参与度,知识的巩固,以及批判性思维和协作技能的发展.
- 这种方法促进跨学科学习,并为学生准备应对复杂的生物挑战.
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