在人类微生物组课程中,对作业的分层和分级进行分级,以促进STEM素养
Samantha T Parks1, Alex Marchesani1, Caroline Taylor1
1Georgia State University, Atlanta, Georgia, USA.
Journal of microbiology & biology education
|July 18, 2025
概括
一个人类微生物组课程使用了多层次的反和支架来提高学生的STEM素养和信心. 代评估和详细的标题支持通过教师,TA和写作顾问输入的学习.
科学领域:
- 微生物学 微生物学
- 教育教育教育教育教育教育.
背景情况:
- 人类微生物组是一个复杂的研究领域.
- 需要有效的教学策略来提高学生的STEM素养.
研究的目的:
- 调查多层次反系统对学生学习在人类微生物组课程中的影响.
- 评估脚手架和代反在促进STEM素养和信心方面的有效性.
主要方法:
- 开发了一个关于人类微生物组的专题课程.
- 实施了三层反:教师,教学助理和跨课程写作顾问.
- 采用支架式的个人和小组作业,具有代反和详细的标题.
主要成果:
- 阶梯式的作业和多层次的反促进了学生的STEM素养.
- 代反和一致的标题组件增强了学生的学习.
- 学生们报告说,他们对人类微生物组的理解有了更大的信心.
结论:
- 多层次的反和支架方法有效地支持学生在STEM学习.
- 这种教学模式提高了科学素养和学生的信心.
- 这些发现对本科科学教育课程的制定有影响.
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