通过基于案例的学习和认知干预,培养动物科学学生的批判性思维和专业技能
Rachael M Stucke1, Allison N Vautier1, Kellie J Enns2
1Department of Animal Sciences, Colorado State University, Fort Collins, CO, 80523, United States.
Translational animal science
|February 18, 2026
概括
在基于案例的学习中,导师指导和同行评价改善了学生的认知技能. 同行评价提高了成绩,尽管学生发现它比直接指导更不有益.
科学领域:
- 动物生理学教育动物生理学教育
- 认知技能发展 认知技能发展
- 本科科学教学学科的教育学.
背景情况:
- 基于案例的学习 (CBL) 通过现实世界的场景来提高认知技能.
- 学生通常需要指导,以有效地参与开放式的案例研究问题.
- 低投入的干预措施可能会提高学生在CBL中的表现.
研究的目的:
- 调查指导指导和在线同行评价对认知技能发展的影响.
- 评估这些干预措施对学生在本科动物生理学案例研究中的成绩的影响.
- 了解学生对干预后认知技能发展的看法.
主要方法:
- 在本科动物生理学课程中,在三个学期内实施了基于案例的评估策略.
- 第一个学期:没有干预. 第二学期:教师指导的指导对元认知和案例研究方法.
- 学期3:在线同行评价平台,提供一致的反. 调查评估了学生的看法.
主要成果:
- 与干预前和第一学期相比,第三学期 (同行评价) 的学生在案例研究中表现明显改善.
- 在两个干预学期 (S2和S3) 中,学生对认知技能的信心通常都增加了.
- 尽管成绩有所提高,但第三学期的学生对同行评价表示不满,认为它没有益处.
结论:
- 在线同行评价虽然可以提高成绩,但可能不会被学生视为有价值的.
- 导师主导的指导和同行反提供了独特的机会来练习科学事业所必需的关键认知技能.
- 基于案例学习的干预可以增强认知能力和学业表现,尽管学生的接受程度各不相同.
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