在生物学课堂上,学生对替代评分策略的看法
Jacob J Adler1, Lauren E Stoczynski2
1Department of Biological Sciences, Purdue University, West Lafayette, Indiana, USA.
Journal of microbiology & biology education
|February 24, 2025
概括
生物教育中的替代评分策略增强了学生的学习和信心. 学生们报告说,压力减少和理解得到改善,培养了更强大的成长心态.
科学领域:
- 生物教育教育 生物学教育
- 教育心理学教育心理学
背景情况:
- 需要对生物学中的替代分级进行案例研究.
- 关于学生对这些策略的看法有限的数据.
研究的目的:
- 探索学生对替代评分策略的看法.
- 调查替代评分对学生成长思维方式的影响.
主要方法:
- 学生的元认知自我反思的定性内容分析.
- 管理了一项关于增长思维方式信念的经过验证的调查.
主要成果:
- 学生感知到的好处包括更好的理解,减少压力,增加自信.
- 替代分级加强了学生的成长思维和生物学内容理解.
- 学生报告说,努力和学习因素有助于他们的智力.
结论:
- 替代评分策略对学生的认知和生物学学习有积极的影响.
- 这些策略可以培养成长心态,提高一般智力和特定学科的理解.
- 在不断增长的生物教育中的替代分级研究中增加了有价值的定性数据.
关键词:
根据增长的分级来对其进行分级.增长思维方式 增长思维方式掌握度评分 掌握度评分 掌握度评分一个对一个的会议.口头面试,口头采访.规格,分级等级的规格.基于标准的分级,以标准为基础.取消分类 取消分类更多相关视频
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