在入门生物学实验室课程中,学生对转移定量推理的支持和障碍的看法
1Schmid College of Science and Technology, Chapman University, Orange, California, USA.
Journal of microbiology & biology education
|May 9, 2025
概括
学生认为不同的支持和障碍,以转移定量推理技能在生物学. 识别先前的学习和现实世界的应用程序有助于转移,而将数学和科学分开查看则会阻碍转移.
科学领域:
- 生物教育教育 生物学教育
- 科学中的定量推理.
背景情况:
- 定量推理对于生物学来说至关重要,正如Vision and Change所强调的那样.
- 学生们经常难以将数学技能转移到新的生物环境中.
- 对这种知识转移的感知支持和障碍尚未得到充分理解.
研究的目的:
- 探索本科生生物学学生对量化技能转移的支持和障碍的看法.
- 应用Step Back, Translate, and Extend (SBTE) 框架来分析这些感知.
主要方法:
- 在入门生物学实验室课程中与本科生进行定性采访.
- 使用SBTE框架对采访数据进行主题分析.
主要成果:
- 认可:学生使用先前的学习 (化学,统计学,物理) 作为线索,但有时会把数学/科学看作是分开的.
- 回忆:重复和积极的态度支持回忆,而时间差距和消极的态度阻碍了它.
- 应用:现实世界的相关性,动机,职业目标和寻找资源促进了应用;实验室数据的生成取决于上下文.
结论:
- 学生对定量技能转移的看法在识别,回忆和应用阶段各不相同.
- 解决数学/科学之间的分离问题,并促进现实世界的联系,可以改善生物学中的定量技能转移.
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