将智能工作表集成到强制性的实验前练习中,提高了练习完成率和实验室测试成绩
Imaan Huseeb1, Ines Ramos-Harrison1, Andrew Kenny1
1Sheffield Hallam University, Sheffield, South Yorkshire, S1 1WB, U.K.
Emerging topics in life sciences
|February 26, 2026
概括
实施交互式工作表和修订的分级显著提高了学生对实验室前练习的参与度. 这种增加的参与与更高的实验室测试成绩相关,改善了学生在科学教育中的整体成功.
科学领域:
- 科学教育科学教育教育.
- 教学干预教育干预
背景情况:
- 实验室前练习对于学生的准备至关重要,但由于时间限制和感知到的复杂性,参与度较低.
- 学生的反建议更清晰,更容易获得的练习和强制完成以提高参与度.
研究的目的:
- 调查交互式工作表和修订的评估策略对实验室前练习参与和学生表现的影响.
- 识别障碍,以完成前实验室练习,并实施干预措施,以提高学生的准备.
主要方法:
- 介绍了两个干预措施:LearnSci智能工作表 (交互式,脚手架) 和修改后的实验室通过条件 (80%的参与包括实验室前完成).
- 采集和分析了干预前和干预后关于实验前练习完成率和平均实验室测试成绩的数据.
- 参与点被授予为物理出席和实验室前练习的完成.
主要成果:
- 实验室前练习完成率从16±11%大幅增加到84±3% (智能工作表) 和79±4% (传统练习).
- 实验室测试的平均分数显著改善,从干预前的65 ± 11%提高到干预后的72 ± 10%.
- 干预后,实验室前练习的完成显示出与实验室测试成绩有显著的正相关性.
结论:
- 交互式工作表和修订的评估策略有效地增加了学生参与实验前练习.
- 加强实验室前练习的完成与第一年科学实验室学术表现的提高有关.
- 这些干预措施提供了一个可扩展的模型,以提高学生的准备能力和科学实践中的成功.
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