学生对核心概念在生理学推理时有用性的感知
Elijah J Cole1, Jennifer H Doherty1
1Department of Physiology, Michigan State University, East Lansing, Michigan, United States.
Advances in physiology education
|December 18, 2024
概括
学生发现,在生理学中使用核心概念有助于引导他们的推理,并建立信心. 这些核心概念支持跨主题的学习,并改善机械解释.
科学领域:
- 生理学教育研究生理学教育研究
- 学士学位科学教育教育.
背景情况:
- 学生们经常难以构建准确的机械解释.
- 核心概念对于科学推理至关重要,但学生对其实用性的看法未得到充分研究.
研究的目的:
- 调查本科科学专业的学生如何感知生理学核心概念的有用性,以指导他们的推理.
- 了解学生的观点,核心概念如何影响学习和自我效能.
主要方法:
- 对11名学生的采访和22名学生的学期末反思进行了定性分析.
- 持续的比较方法来识别学生感知中出现的主题.
主要成果:
- 出现了四个主题:核心概念指导推理,支持跨主题学习,建立自我效能,可视化工具帮助推理.
- 学生将核心概念视为解释工具,促进更深入的学习和知识转移.
- 绘制的脚手架工具被发现对组织思想和支持机械推理至关重要.
结论:
- 将生理学核心概念整合为推理工具,可以增强机械解释和深度学习.
- 核心概念,特别是可视化时,有助于学生超越记忆,理解和应用知识.
- 调查结果为教育工作者提供了有效纳入核心概念的见解,以提高学生的推理和信心.
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