液体课程对学生参与度和归属感的影响
Rachel H Winpisinger1, Olivia M Riley2, Joey Veno2
1Department of Statistics, North Carolina State University, Raleigh, North Carolina, USA.
Journal of microbiology & biology education
|February 19, 2026
概括
与传统的PDF课程相比,基于网站的液体课程格式显著提高了学生在入门生物学课程中的参与度和归属感. 这种格式培养了对学生在STEM中取得成功至关重要的积极初步看法.
科学领域:
- 在STEM教育方面.
- 生物学教育研究 生物学教育研究
背景情况:
- 教科书塑造了学生对课程和教师的看法.
- 液体课程提供了一个潜在的更有吸引力和欢迎的介绍.
- 液体课程对学生感知的影响尚不清楚.
研究的目的:
- 调查不同课程格式如何影响学生的感知.
- 为了比较PDF和液体课程对参与,归属和教师属性的影响.
- 评估学生对课程格式的偏好.
主要方法:
- 混合方法研究涉及本科生.
- 随机分配以查看三个课程格式之一:传统的PDF,增强的PDF或液体课程.
- 观看后调查和对学生感知的定性数据收集.
主要成果:
- 液体课程显著增加了预测的归属感和参与度.
- 与PDF格式相比,液体课程带来了更高的感知教师包容性.
- 学生更喜欢液体课程,因为它具有视觉吸引力,组织性和导航性.
结论:
- 液体课程在培养积极的初始学生认知方面是有效的.
- 强化最初的归属感和参与感与学生在STEM中的成功有关.
- 基于Web的液体课程代表了改善入门课程体验的宝贵工具.
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