第四个学分小时:我们如何在生物学讨论部分教授?
Liam O Mueller1, Manvir Bamrah2, Katherine L Petrie3
1Department of Molecular Biology, School of Biological Sciences, University of California, San Diego, La Jolla, CA 92093.
CBE life sciences education
|February 11, 2026
概括
生物学课程中的讨论部分各不相同. 远程部分转移活动,影响学生的归属和学习经验,突出需要改进的教学设计.
科学领域:
- 生物学教育研究 生物学教育研究
- 高等教育教学的教学.
背景情况:
- 由教学助理 (TA) 领导的讨论部分旨在增强内容实践,提供支持和培养归属感.
- 理想的讨论部分包括小组和积极学习,但广泛的模式未得到充分研究.
研究的目的:
- 在大型本科生物学讨论部分中描述学生的经验.
- 调查如何部分模式 (面对面与远程) 和TA主导的活动影响学生的成绩.
主要方法:
- 在19个生物学课程中的193个讨论部分调查了大约5000名学生.
- 收集了关于分区规模,模式,TA活动以及学生报告的帮助和归属性的数据.
- 利用诱导性主题分析来获得学生的定性反应.
主要成果:
- 讨论部分在规模 (32-400+学生) 和模式方面差异很大.
- 与面对面的部分相比,远程部分涉及更多的TA主导讲座.
- 这些活动转移与学生改变的归属感和对学习环境的看法有关.
结论:
- 学生在生物学讨论部分的经验是多样化的,并受到模式和TA实践的影响.
- 远程学习环境可能需要不同的教学方法来保持学生的参与和归属.
- 这些发现为未来设计大型生物学课程中有效的讨论部分提供了信息.
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