击教授:一个课堂游戏,以建模元认知和正常化生物学教育中的错误
Khayriyyah Mohd Hanafiah1, Jonathan Millen1
1Life Sciences Division, School of Arts and Sciences, St. John Fisher University, Rochester, New York, USA.
Journal of microbiology & biology education
|November 25, 2025
概括
教授 (STP) 是一个有吸引力的活动,通过培养自主性,能力和相关性来提高学生的动力. 这种低准备方法增强了学习和参与生物学课堂的机会.
科学领域:
- 教育心理学教育心理学
- 本科 生物学 教育 学士学位
背景情况:
- 自决理论 (SDT) 认为自主,能力和相关性对于学生的动机至关重要.
- 传统的课堂环境可能不能充分培养这些心理需求,可能会阻碍参与.
研究的目的:
- 介绍和评估"杀教授" (STP) 活动.
- 评估STP在促进学生在本科生物学中的自主性,能力和相关性的有效性.
主要方法:
- 在本科生生物学课堂中实施了"住教授" (STP) 活动.
- 学生们提出了问题,培养了自主和代理权.
- 讲师模拟了元认知和解决问题的能力.
- 一个低风险的环境规范了错误,促进了相关性.
- 活动后的调查评估了学生的焦虑,对错误的舒适度和参与度.
主要成果:
- 发现STP活动可以减少学生的焦虑.
- 学生们报告说,在犯错误时,他们感到更舒服.
- 该活动提高了学生的整体参与度.
- 结果支持促进SDT的所有三个组成部分:自主性,能力和相关性.
结论:
- "击教授"活动是一个有效的教学工具,可以增强本科生生物学学生的动力.
- STP培养了一个心理安全和协作学习环境.
- 这项活动成功地整合了元认知策略,并促进以学生为中心的学习.
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