在教学之前翻转模拟可以提高学生的学习,兴趣和感知能力
Marci S DeCaro1, Derek K McClellan1,2, Ryan Patrick1
1University of Louisville, Louisville, Kentucky, USA.
The British journal of educational psychology
|July 9, 2025
概括
在讲座之前探索科学模拟可以增强学生的学习和动力. 这种探索第一的方法,特别是有足够的时间,与传统的讲座第一方法相比,可以提高概念理解和参与度.
科学领域:
- 科学教育科学教育教育.
- 化学教育 化学教育
背景情况:
- 科学教学中的模拟使抽象的概念变得具体.
- 有效地使用模拟可以增强学生的理解和参与.
研究的目的:
- 为了比较使用模拟在讲座前与讲座后的学习和激励效益.
- 调查模拟顺序对一年级化学课程学生成绩的影响.
主要方法:
- 本科生被随机分配到先探索或先指示的模拟条件中.
- 进行了两项实验,不同的模拟活动时间和快速包含.
- 通过调查和后测试来评估学生的学习,动机和参与度.
主要成果:
- 实验1 (时间有限) 显示,先探索导致概念知识和好奇心降低.
- 实验2 (延长时间) 显示,先探索导致了更高的概念知识,转移,好奇心和参与度.
- 自我解释提示没有显著影响实验1的结果.
结论:
- 在讲座之前放置模拟可以显著提高学习和动机,当设计有效时.
- 在教学之前对模拟进行扩展的参与加深了竞争力和认知参与.
- 模拟活动的时间和设计对于最大限度地提高教育效益至关重要.
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