在背景下学习:本科生的知识和内容保留解剖学之间的学科特定和综合课程的方法
Jessica A Adams1, Bryan M Dewsbury2, Joshua R Tanzer3
1Department of Biological Sciences, College of the Environment and Life Sciences, University of Rhode Island, Kingston, Rhode Island, USA.
Anatomical sciences education
|July 3, 2024
概括
综合解剖学和生理学 (A&P) 课程与独立课程相比,显著提高了学生的学业成绩和解剖学内容的保留率. 这表明,上下文学习可以提高A&P教育中的学习成果.
科学领域:
- 解剖学和生理学教育教育学
- 课程开发 课程开发
- 教育心理学教育心理学
背景情况:
- 传统的本科人体解剖学和生理学课程是作为单独的科目或综合序列授课.
- 从学科特定的课程过渡到一个综合的解剖学和生理学 (A&P) I和II序列的课程修订.
- 这一转变为研究语境学习对学业成绩和内容保留的影响提供了机会.
研究的目的:
- 评估语境学习在学术成绩和本科A&P课程中内容保留方面的作用.
- 为了比较学生在综合A&P序列与学科特定课程中的表现.
- 分析讲座考试,实验室实践考试和解剖学内容保留.
主要方法:
- 使用调解和调节分析.
- 通过讲座和实验室实践考试来评估学生的表现.
- 解剖学内容保留在学年结束时被测量.
主要成果:
- 综合A&P I课程方法的学生在讲座评估中表现明显更好.
- 综合的A&P I学生在年底前表现出更高的解剖学内容保留率.
- 在人类生理学/A&P II讲座考试或解剖实验室实践考试中,两种方法之间没有发现显著差异.
结论:
- 语境学习通过将生理上下文与解剖结构相结合,提高了整体的学业成绩.
- 综合A&P序列似乎更有效地改善解剖学内容的保留和基于讲座的学术成功.
- 在A&P课程设计显著影响学生的学习成果和长期知识保留.
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