学生主导的关于里程碑式发现文章的讨论:在教学初级病毒学文学的教学中取得了立足点
Camilla E Hippee1, Aloysius Klingelhutz1, Li Wu1
1Department of Microbiology and Immunology, Carver College of Medicine, The University of Iowa, Iowa City, Iowa, USA.
Journal of microbiology & biology education
|October 23, 2024
概括
这项研究通过积极的,以学生为中心的病毒学讨论,让学生接触到初级科学文献,提高了科学素养. 这种方法提高了理解力和对理解研究文章的信心.
科学领域:
- 病毒学 病毒学
- 微生物学教育 微生物学教育
背景情况:
- 科学素养需要参与初级文学,但学生经常发现研究文章是压倒性的.
- 传统的方法可能不能充分准备学生解释复杂的科学文本.
研究的目的:
- 实施和评估以学生为中心的,积极的学习方法,用于教学病毒学的初级科学文献.
- 提高本科生和研究生对科学文献理解的理解和信心.
主要方法:
- 学生们带领课堂讨论研究文章,涵盖理由,背景,方法,结果和结论.
- 这种方法在三个学期的本科和研究生微生物学课程中被应用.
- 用学生的评价来评估教学方法的有效性.
主要成果:
- 学生对教学方法的评价绝对是积极的.
- 本科生报告说,他们对理解科学文献的信心增加,并重视小组工作.
- 学生们欣赏了"里程碑式的发现"文章,这些文章探讨了病毒学中改变范式的概念.
结论:
- 增强的,积极的学习方法显著改善了学生对初级科学文献的体验.
- 这种方法有效地促进了学生在病毒学领域的学习和科学素养.
- 学生的反建议在未来的代中纳入更多多样化和最新的主题.
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