使用学习助理来促进学生的参与和学习 - - 课堂教学研究
Rachel Susanne Jolly Maggard1, Judith L Jenkins1,2, Lindsay E Cormier3
1Center for STEM Excellence, Eastern Kentucky University, Richmond, Kentucky, USA.
Advances in physiology education
|March 11, 2026
概括
与解剖学和生理学实验室的学习助理一起实施同行主导的审查活动显著改善了学生的表现和概念理解,提高了学前专业学生的留学能力.
科学领域:
- 生物教育教育 生物学教育
- 解剖学和生理学教学 教学
背景情况:
- 本科解剖学和生理学 (A / P) 课程对于预专业学生至关重要.
- 需要有效的教学策略来提高学生的留学能力和掌握A / P.
- 学习助理 (LA) 模型,使用同行领导的教学,是一种潜在的策略来评估.
研究的目的:
- 评估扩展的学习助理模型对学生在本科解剖学和生理学方面的成功的影响.
- 为了比较传统和增强的LA模型之间的学术成绩和内容学习.
主要方法:
- 一项准实验性研究比较了两组本科A/P学生.
- 队列1使用标准LA模型;队列2使用扩展模型,LA领导每周实验室审查会议.
- 收集了学生的学术表现 (考试成绩,课程成绩) 和关于内容理解的调查数据.
主要成果:
- 队列2 (扩展的LA模型) 的学业成绩显著提高,包括实验室考试成绩和整体课程成绩 (86%对77%) 等.
- 第二组的学生在内容理解方面报告了更大的改善 (82%对71%).
- 两个队伍都发现学习助理是一个有价值的课程组成部分.
结论:
- 在实验室环境中,由学习助理促进的积极的同行主导的复习课程增强了学生在解剖学和生理学方面的学习.
- 这种教学方法显示了提高学前健康学生教育经验和留学能力的潜力.
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