生物学考试很少使用视觉模型来参与更高阶的认知技能
Crystal Uminski1, Christian Cammarota1, Brian A Couch2
1Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, New York, United States of America.
PloS one
|July 2, 2025
概括
本科生物学学生需要分子生物学的视觉素养技能. 然而,一项研究发现,教师使用视觉模型教学和在学生评估中使用视觉模型之间的不匹配,限制了发展这些关键技能的机会.
科学领域:
- 分子生物学教育分子生物学教育
- 科学教育研究科学教育研究
背景情况:
- 视觉模型对于理解微观分子生物学概念至关重要.
- 发展视觉素养技能对于解释这些模型至关重要.
- 学生在本科课程中练习视觉模型的机会没有得到充分记录.
研究的目的:
- 调查在本科分子生物学课程中使用视觉模型的频率.
- 检查视觉模型如何纳入课程评估.
- 确定教学实践和视觉素养评估之间的潜在差距.
主要方法:
- 调查了66名以分子生物学为重点的低级本科生物课程的教师.
- 用视觉模型收集了关于教学频率的自我报告数据.
- 分析了课程考试,以量化视觉模型在评估项目中的包含.
主要成果:
- 大多数教师报告在教学中使用视觉模型.
- 只有16%的分析考试项目包括视觉模型.
- 在自我报告的教学频率和评估纳入之间没有发现显著的相关性.
- 大多数具有视觉模型的考试项目都针对低级认知技能.
结论:
- 用视觉模型教学分子生物学与评估学生对它们的理解之间存在分歧.
- 学生可能缺乏足够的机会来展示与视觉模型相关的高阶思维在评估中.
- 需要进一步的研究来协调教学和评估实践,以培养分子生物学中的强大的视觉素养.
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