学生对生物化学的理解在翻转的课堂格式中
Edward N Harris1, Evan A Schroder1, Teryn J Berks1
1Department of Biochemistry, University of Nebraska - Lincoln, 1901 Vine St., Beadle N133, Lincoln, NE 68588 USA.
概括
翻转课堂模式显著提高了所有学生在大学水平生物化学课程的参与度和满意度. 扎的学生特别受益,与传统讲座相比,失败率较低.
科学领域:
- 生物化学教育教育 生物化学教育
- 教学创新的教育创新.
- 高等教育科学科学 高等教育科学
背景情况:
- 像生物化学这样的概念沉重的科学课程对学生的参与和学习构成挑战.
- 传统的讲座格式可能会导致学生的脱离和减少主题理解.
- 翻转学习提供了一个潜在的替代方案,以提高学生在具有挑战性的科学学科的成绩.
研究的目的:
- 为了比较翻转课堂格式与高级生物化学课程中传统讲座的有效性.
- 评估翻转教学对学生学习成果,参与和态度的影响.
- 确定特定的学生群体,从翻转学习方法中获益最多.
主要方法:
- 使用了准实验性的设计,比较了课程上半年的翻转格式与下半年的传统讲座.
- 学术评估包括考试,测验,课堂活动/参与和家庭作业.
- 学生的表现,参与率和课程满意度都在定量和质量上被分析.
主要成果:
- 与前几年相比,表现较差的学生在翻转格式的失败率下降了两倍.
- 较高成绩的学生在两种格式之间的学术成果没有显著变化.
- 与传统讲座 (<10%) 相比,翻转式的学生参与率和整体课程满意度显著更高 (88%).
结论:
- 翻转教学在加强困难概念方面更有效,特别是对于有困难的学生,从而导致更高的参与度.
- 翻转格式通过互动活动显著增强了教师和学生之间的双向沟通.
- 这项研究支持生物化学课程中翻转课堂模型的广泛采用,因为它已经证明了它的好处.
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