口头考试作为在本科微生物学掌握学习的工具
Andrew R St James1, Camille Widener1
1Department of Biology, Wake Forest University, Winston-Salem, NC, USA.
FEMS microbiology letters
|January 24, 2026
概括
口头考试有效地提高微生物学内容的保留扎的本科生. 这种掌握学习干预需要最小的教练时间,并产生与最初掌握材料的学生相似的结果.
科学领域:
- 微生物学教育 微生物学教育
- 教育心理学教育心理学
背景情况:
- 本科一般微生物学课程呈现高内容和认知负载,阻碍学生的掌握.
- 开发可管理的掌握学习干预措施对于微生物学教育的广泛益处至关重要.
研究的目的:
- 描述一个口头考试干预在一个修改的Bloom的学习掌握 (LFM) 框架内.
- 评估干预措施对本科生一般微生物学学生,特别是表现较低的学生的内容保留的影响.
主要方法:
- 实施口头考试作为修改后的LFM框架内的掌握学习工具.
- 专注于表现不佳的学生,他们最初未能掌握课程内容.
- 通过最终考试成绩和学生反来评估知识保留.
主要成果:
- 在低成绩的学生中,课程材料保留的显著改善.
- 干预参与者和最初掌握了内容的学生之间在最终考试知识保留中没有明显的差异.
- 学生们报告了积极的经历,包括增加了感知保留和自我自豪感,并发现干预是公平的.
结论:
- 口试是微生物学的有效掌握学习工具.
- 该干预措施很容易由教师在中小规模的课程中实施,时间承诺最小.
- 这种方法可以增强有困难的学生的学习能力,而不会对整体课堂表现产生负面影响.
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