通过在线入门课程体验,通过在线入门课程体验,提高一年级学生的科学有效性
Jessica Garzke1, Blaire J Steinwand1
1Department of Zoology, University of British Columbia, Vancouver, Canada.
Journal of microbiology & biology education
|April 25, 2024
概括
考虑,阅读,阐明假设,分析和解释数据,思考下一个实验 (CREATE) 教学有效地让学生参与在线生物研究. 初学者教师在一个大型的,虚拟的,团队授课课程中取得了同样可比的学生科学有效性结果.
科学领域:
- 在线生物研究教育在线生物研究教育
- 本科科学教学学科的教育学.
背景情况:
- 传统的实验室课程往往缺乏可访问性和沉浸在当前研究中.
- 考虑,阅读,阐明假设,分析和解释数据,思考下一个实验 (CREATE) 教学在各种高等教育环境中被证明是有效的.
- 在大型的多部分课程中,在线实施CREATE与未经培训的教师仍然未被探索.
研究的目的:
- 适应和实施CREATE教学在一个大招生,在线,第一年科学实验室课程.
- 评估在线CREATE方法对学生科学自我效能和认识论信仰的影响.
- 评估新手,未经培训的教师在虚拟,团队教学环境中提供CREATE教学的有效性.
主要方法:
- 将一年级实验室课程转换为在线格式,使用CREATE教学和初级文献.
- 在多个部分实施了在线课程,与一支没有受过 CREATE 培训的多元化教师团队合作.
- 通过在线教学,在整个学年评估学生的科学自我效能和认识论信仰.
主要成果:
- 在虚拟课堂中,新手CREATE教师在学生的科学自我效能方面取得了相似的改善.
- 在线创建教学成功地由一个庞大,多元化的教学团队实施.
- 具有不同经验水平和等级的教练取得了相似的结果.
结论:
- 创建教学是有效的在线,大规模,团队教学科学课程.
- 新手教师可以成功地在线实施CREATE教学,从而带来积极的学生成果.
- 这项研究证明了CREATE在虚拟学习环境中的实用性,以吸引学生参与科学调查.
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