结合翻转教室和间隔重复学习在一个士级生物信息学课程
Gabriele Pozzati1,2, Samuel Coulbourn Flores1,2
1Department of Biochemistry and Biophysics, Stockholm University, Stockholm, Sweden.
PLoS computational biology
|April 15, 2025
概括
这项研究改进了入门生物信息学教育,使用了反转,间隔重复课程,并频繁进行评估. 这种方法在七年内提高了学习成果和学生满意度.
科学领域:
- 生物信息学教育教育
- 教学创新的教育创新.
背景情况:
- 介绍生物信息学课程由于学生背景不同 (生物学与计算机科学) 提出了独特的教学挑战.
- 弥合生物学和计算概念之间的知识差距对于有效的生物信息学培训至关重要.
研究的目的:
- 为了评估翻转,间隔重复课程模型的有效性,用于入门生物信息学.
- 评估频繁考试对学生学习和参与的影响.
主要方法:
- 实施翻转课堂模型,在多天内间隔重复课题.
- 整合频繁的检查来加强学习和实验室实践的结构.
- 分析了学生的成绩,通过率,满意度和七年来的定性反.
主要成果:
- 在七年的时间里,教学方法在学生的表现和满意度方面表现出了持续的进步.
- 翻转,间隔重复模型被证明可以适应各种干扰,包括COVID-19大流行和教职员工的变化.
- 经常的考试被发现与翻转的课堂有协同作用,促进了课前的参与.
结论:
- 一个反转的,间隔的重复课程与频繁的评估是教导入门生物信息学的有效策略.
- 这种教学模式在各种教育环境中提供了灵活性和弹性.
- 该课程的开放在线版本可用于支持更广泛地获得生物信息学教育.
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