评估生物讲座课程中绘画对学生学习的影响
Stephanie L Madison1, Sarah Layne2, Caleb Wilkinson2
1Division of Biology, University of Tennessee, Knoxville, Tennessee, USA.
概括
在生物学讲座中的绘画活动可以增强学生的学习,特别是当绘画任务的复杂性与主题相匹配时. 学习者生成的图纸显示了对特定主题的好处,例如氨基酸聚合.
科学领域:
- 生物教育教育 生物学教育
- 积极学习策略 积极学习策略
背景情况:
- 积极学习技术对于提高学生在科学教育中的参与度和理解度至关重要.
- 作为一种积极学习的形式,绘画活动已被探索,以提高对复杂的生物概念的理解.
研究的目的:
- 调查学习者生成与导师生成的绘画活动对学生学习对细胞和分子生物学入门的影响.
- 为了确定绘图活动的有效性是否随着生物主题的复杂性而变化.
主要方法:
- 在两个讲座部分的本科生完成了需要绘制 (学习者生成) 或解释图纸 (教师生成) 的工作表.
- 评估了四个主题:氨基酸聚合,核酸聚合,细胞呼吸和光合作用.
- 学生的学习被评估使用多选项和短答案考试问题.
主要成果:
- 使用学习者生成的工作表进行氨基酸聚合的学生明显优于使用教师生成的工作表的学生.
- 在核酸聚合,细胞呼吸或光合作用方面没有观察到统计学意义上的差异.
- 趋势表明,学习者生成的图纸对某些主题有好处,而导师生成的图纸对其他主题更好,具体取决于主题的复杂性.
结论:
- 在生物学教育中绘画活动的有效性取决于主题,并且应该与材料的复杂性保持密切一致.
- 当绘画任务过于复杂时,学生可能不会从创建自己的图像中获益.
- 教师应战略性地整合各种绘画活动,以优化学生在生物学课程中的学习.
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