积极学习活动所花费的时间不一定与学生的考试成绩相关:一项受控案例研究.
Xinjian Cen1, Rachel J Lee2, Christopher Contreras2
1Department of Molecular, Cell, and Developmental Biology, University of California, Los Angeles, California, USA.
Journal of microbiology & biology education
|August 20, 2024
概括
积极学习提高了学生的成绩,但在这个生物学课程研究中,花在同行讨论等活动上的时间与考试成绩没有相关性. 进一步的研究应该探索其他影响学习成果的因素.
科学领域:
- 教育心理学教育心理学
- 教学教育学 在教学上
- 生物教育教育 生物学教育
背景情况:
- 众所周知,积极学习策略,如学生思考和课堂讨论,可以提高学习成果.
- 然而,教师在实施和时间安排这些活动方面的差异对学生表现的影响仍然不清楚.
研究的目的:
- 调查个人积极学习情节的持续时间如何影响学生的学业成绩.
- 测试假设,对实践问题进行同行讨论和个人思考的时间增加与学生高考成绩相关.
主要方法:
- 分析课堂录音和学生考试成绩,从一个入门生物学课程.
- 三位教师在不同课程中使用相同的材料和考试进行了比较.
- 线性混合效应建模以评估主动学习情节长度和考试成绩之间的关系.
主要成果:
- 在积极学习活动所花费的总时间和学生在相关考试问题上的表现之间没有发现显著的相关性.
- 导师在思考和讨论情节的持续时间上的变化没有预测学生的考试成绩.
- 这一发现甚至在分析特定的学习目标,困难的考试问题或更高层次的思维问题时也存在.
结论:
- 个别积极学习情节的持续时间可能不是积极学习效果的主要驱动因素.
- 进一步调查其他影响生物教育中积极学习有效性的因素是有必要的.
- 结果表明,需要重新评估对特定主动学习组件的时间分配的重视.
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