学生不学习他们认为他们做在一个大,积极学习的遗传学课程的方式学习.
Elise M Walck-Shannon1, Heather D Barton1, Shaina F Rowell2
1Department of Biology, Washington University in St. Louis, St. Louis, MO 63130.
CBE life sciences education
|May 15, 2025
概括
学生发现工作示例对学习遗传学最有帮助,但基于调查的预测活动导致了更大的实际学习收益在一个入门课程. 这凸显了教育有效性与实际教育有效性之间的断开.
科学领域:
- 遗传学教育 遗传学教育
- 在教育中的认知心理学.
背景情况:
- 传统的基于讲座的入门遗传学课程正在转变为积极的学习模式.
- 积极学习让学生在课堂上参与解决问题的活动.
研究的目的:
- 为了比较三个主动学习教学方法的有效性:基于调查的预测,告诉然后实践的案例研究和工作示例.
- 评估学生的态度和与每个教学方法相关的学习成果,在一门入门遗传学课程中.
主要方法:
- 采用课题内设计来比较学生的态度和学习成果.
- 用后调查和课程预测/后测试来评估学生的表现和感知.
主要成果:
- 学生认为工作示例比其他方法对考试成绩和理解 (掌握) 更有益.
- 尽管觉得有帮助,但学生从基于调查的预测活动中显示出显著更大的学习收益.
- 所有活动类型都被认为需要同样程度的学生努力.
结论:
- 在学生对教学活动的感知帮助与他们实际的学习成果之间存在错位.
- 基于调查的预测可能是一种更有效的教学策略,用于增强入门遗传学的学习成果.
- 进一步研究不同教学方法的优点和弱点是有必要的,以优化积极学习策略.
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