一切都在任何地方吗? 这是一项实践活动,旨在让本科生了解量化微生物生物地理学的关键概念
Natalie S Vandepol1, Ashley Shade2
1Dean's Office, Broad College of Business, Michigan State University, East Lansing, Michigan, USA.
Journal of microbiology & biology education
|April 18, 2024
概括
实践课堂活动提高了本科生对微生物分散和生物地理学的理解. 模拟加强了关键概念,提高了考试成绩和学生对微生物生态学的信心.
科学领域:
- 微生物生态学 微生物生态学
- 生物地理学是生物地理学.
- 科学教育科学教育教育.
背景情况:
- 微生物的分散是微生物生态的基础,是微生物生态的基础.
- 一切都是无处不在的.
- 一个假设. 假设.
- 本科生经常与微生物分散和生物地理概念作斗争.
研究的目的:
- 设计和评估实践课堂活动,以教授微生物分散和生物地理学.
- 提高学生的定量推理和团队合作技能.
主要方法:
- 课堂活动的代设计,包括使用工艺品的实践分散模拟.
- 学生记录了微生物社区数据,使用现场指南识别了种类,并通过工作表分析了结果.
- 工作表提示数据总结,可视化,并与理论预期进行比较.
主要成果:
- 该活动显著提高了学生在与微生物生物地理相关的考试问题上的表现.
- 学生对生物地理概念的满意度和舒适度增加.
- 模拟有效地证明了中立的移民/移民和环境选择.
结论:
- 实践活动可以有效地补充讲座,教导复杂的生态概念.
- 这项活动提高了微生物生态学的概念理解和定量技能.
- 开发的活动是可复制的教师寻求提高学生在微生物生物地理学学习.
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