看到学习和学习看到:新技术,旧范式和自然赛博格之间的组织学教学
C Galli1, M T Colangelo2, P Mirandola2
1Department of Medicine and Surgery, University of Parma, Parma, Italy. carlo.galli@unipr.it.
概括
传统的显微镜仍然对组织学教育至关重要,为组织微观结构提供了独特的见解. 本研究探讨了与数字工具相比,它们的认识价值,倡导一个平衡的教学方法.
科学领域:
- 历史学教育教育 历史学教育
- 显微镜的使用方法
- 教学技术的教学技术
背景情况:
- 显微镜是组织学教育中的传统工具.
- 数字工具越来越多地取代了大学中的显微镜.
- 人们对传统显微镜的成本和维护存在担忧.
研究的目的:
- 介绍一个关于显微镜在组织学中的重要性的替代观点.
- 探索显微镜在理解组织微观结构方面的认识特点.
- 为了比较光学与虚拟显微镜实践培养的理解.
主要方法:
- 关于教育中的显微镜的哲学反思.
- 不同可视化工具的教学分析.
- 关于学习微观结构的内部主义和主动主义观点的比较.
主要成果:
- 与虚拟方法相比,光学显微镜培养了独特的认识学理解.
- 显微镜为组织微观结构提供了独特的洞察力,而数字工具无法完全复制.
- 光学和虚拟工具之间的选择会影响学生理解的性质.
结论:
- 显微镜在组织学教育中保留了重要的教学价值.
- 通过光学实践培养对组织微观结构的细微理解.
- 将教育工具与当代研究结合起来,需要仔细考虑学习成果.
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