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The evolutionary conformation from traditional lecture to active learning in an undergraduate biology course and its effects on student achievement.

机译：从传统讲座到本科生物学课程中主动学习的进化形态及其对学生成绩的影响。

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摘要

In response to the declining number of students in the United States entering into the STEM (science, technology, engineering, and math) disciplines, there has been an attempt to retain student interest in the sciences through the implementation of more active learning in the classroom. Active learning is defined as any instructional method that requires students do something in the classroom rather than simply listen to a lecture (Herreid, 2006). These student centered approaches provide the students with the opportunity to work cooperatively while developing the skills required for critical inquiry. They also help the students make the connections between what is being taught and how it can be applied in a real world setting.;Science education researchers have attempted to analyze the efficacy of active learning. Although they find it difficult to compare the data, they state unequivocally that "Active learning is a better strategy for learning than the traditional didactic lecture format" (Prince, 2004). However, even though research supports the efficacy of active learning, instructors find it difficult to adopt this pedagogy into their classrooms due to concerns such as loss of content knowledge and student resistance.;This three year qualitative and quantitative study addressed the level of student learning and satisfaction in an introductory vertebrate biology class at a small liberal arts college. The courses were taught by the same instructor using three pedagogical methods; traditional lecture (TL), problem-based learning (PBL), and case-based learning (CBL). Student grades and levels of assessment were compared between the TL and PBL, while student attrition rates, course satisfaction and views of active and group learning were analyzed across all three sections. The evolutionary confirmations from TL to PBL and ultimately the adoption of CBL as the method of choice are discussed from the view of both the faculty member and the students.
机译：为了应对美国进入STEM（科学，技术，工程和数学）学科的学生数量下降的情况，人们尝试通过在课堂上实施更积极的学习来保持学生对科学的兴趣。主动学习被定义为要求学生在教室里做一些事情而不是简单地听讲座的任何教学方法（Herreid，2006）。这些以学生为中心的方法为学生提供了合作的机会，同时发展了关键探究所需的技能。它们还帮助学生将所教的内容与在实际环境中的应用方式联系起来。科学教育研究人员已尝试分析主动学习的功效。尽管他们发现很难比较数据，但他们明确指出“主动学习是一种比传统教学方法更好的学习策略”（Prince，2004）。然而，尽管研究支持主动学习的功效，但由于诸如内容知识缺失和学生抵抗等问题，教师发现很难在课堂上采用这种教学法;这项为期三年的定性和定量研究解决了学生的学习水平和一所小型文理学院的脊椎动物生物学入门课程中的满意度。这些课程是由同一位讲师使用三种教学方法教授的；传统讲座（TL），基于问题的学习（PBL）和基于案例的学习（CBL）。比较了TL和PBL的学生等级和评估水平，同时分析了这三个部分的学生流失率，课程满意度以及主动学习和小组学习的看法。从教师和学生的角度讨论了从TL到PBL的进化论证，以及最终采用CBL作为选择方法。

著录项

  • 作者

    Diederich, Kirsten Bakke.;

  • 作者单位

    North Dakota State University.;

  • 授予单位 North Dakota State University.;
  • 学科 Education Sciences.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 68 p.
  • 总页数 68
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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