通过综合生化课程,提高保鲜化学教师的批判性思维能力
Andi Wahyudi1, Yusinta Dwi Ariyani1
1Department of Primary Teacher Education, Faculty of Teacher Training and Education, Universitas Alma Ata, Bantul, Special Region of Yogyakarta, Indonesia.
概括
当学生在理论之前通过实践学习时,发展批判性思维技能 (CTs) 得到了增强. 这种学习模式显著改善了化学教师的CT,与理论为先的方法相比.
科学领域:
- 化学教育 化学教育
- 生物化学 生物化学
- 教学教育学 在教学上
背景情况:
- 虽然批判性思维技能 (CTs) 是至关重要的,但很少有研究探讨了他们在课堂和实验室环境中的发展.
- 现有的干预措施往往缺乏对增强CT的实际学习环境的关注.
研究的目的:
- 确定最佳的学习模式,以提高学生的批判性思维能力 (CTs).
- 为了比较实践-理论学习序列与生物化学教育中的理论-实践序列的有效性.
主要方法:
- 一个不等价的前后测试组设计被用到80名保存剂化学教师身上.
- 建立了两个实验类:一个遵循实践到理论的方法,另一个理论到实践.
- 一个专门的以酶为中心的批判性思维测试 (Enzyme-CTs) 测量了干预前后的技能改进.
主要成果:
- 综合生物化学课程显著提高了学生的批判性思维能力.
- 在两个实验组之间观察到N-gainCTs的统计学上显著差异 (p=0.018).
- 与理论到实践模式相比,实践到理论的学习模式在增强CT方面表现出更高的有效性.
结论:
- 实践到理论的学习序列在生物化学中更有效地发展批判性思维技能.
- 课程开发人员应该考虑将生物化学理论和实践放在同一个学期内.
- 这种综合方法允许学生在理论上巩固概念之前,先从实践中探索概念.
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