一个集体形成的课程以内容为重点的破冰器,用于生命科学课堂
Adam J Kleinschmit1, Rebecca L Sparks-Thissen2, Sumali Pandey3
1Department of Natural and Applied Sciences, University of Dubuque, Dubuque, Iowa, USA.
Journal of microbiology & biology education
|February 6, 2025
概括
本研究介绍了一项新的破冰活动,使用课程主题门票来促进本科生命科学教育中的合作和沟通. 这种方法有效地建立了一个学习者社区,减少了与组建相关的学生焦虑.
科学领域:
- 本科生命科学教育教育 学士学位
- 生物学教育研究 生物学教育研究
背景情况:
- 协作和沟通是本科生命科学中的关键能力,正如"愿景和变革"所强调的那样.
- 在课堂上启动这些技能可能会引起学生的焦虑.
研究的目的:
- 引入一个以课程内容为重点的破冰活动,以促进组建和建立学习社区.
- 为传统的破冰船提供替代品,这些破冰船可能会引起焦虑.
主要方法:
- 开发了四套具有共同课程主题 (例如微生物学,细胞生物学) 的"破冰门票".
- 学生们随机获得了一张票,并根据他们的解释和理由组成了小组.
- 在三个独立机构实施了该活动.
主要成果:
- 学生反和参与数据在很大程度上是积极的.
- 学生们报告说,活动有效地建立了一个以课程内容为中心的社区.
- 该活动有助于为沟通和协作树立积极的基调.
结论:
- 破冰船票为教育工作者提供了一个有效的,可适应的工具,从第一天开始促进合作和沟通.
- 这种方法可以减轻学生的焦虑,同时促进与课程内容的互动.
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