在正统牙科教育中的思维映射:一项双队列行动研究,探索反对学生学习和感知的影响
1Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia.
概括
在使用思维映射时,教学支持显著提高了学生的学习和对牙正复杂概念的感知. 有指导的思维映射可以提高对主题间联系和整体课程的理解.
科学领域:
- 健康 职业 教育 教育 专业
- 东牙正统课程发展课程
- 视觉学习策略 视觉学习策略
背景情况:
- 思维映射是正牙教育中未被充分利用的视觉学习策略.
- 需要工具来支持综合学习,因为大班级和碎片化的内容交付.
- 这项研究调查了教学支持对在本科牙科的思维映射有效性的影响.
研究的目的:
- 评估教学支持对学生认知和学习成绩的影响,使用思维映射.
- 为了比较引导与独立思维映射活动的有效性.
- 确定影响学生与视觉学习工具的参与的因素.
主要方法:
- 一项行动研究比较了两个本科正牙科队伍 (n=187).
- 第一个队伍接受了结构化的指导,指导的指导和反;第二个队伍独立工作.
- 通过14项问卷评估学生的感知;使用克朗巴赫的α,t测试,ANOVA和回归分析数据.
主要成果:
- 感知尺度显示出高可靠性 (α=0.81).
- 与 II 队列相比,I 队列报告了明显更高的感知 (11/14 项).
- 回归分析证实队列成员是理解"大局"和主题间联系的预测因素.
结论:
- 结构化的教学支持和反显著增强了思维映射在正牙科的好处.
- 教师的支架积极影响学生的参与和复杂的临床领域的概念融合.
- 导向时,思维映射支持有意义的学习,并在正牙教育中打击表面层面的理解.
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