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Hands-on equals minds-on? A test of linkage between laboratory experience and measured achievement in an introductory college biology course.

机译：动手等于动脑筋？在大学生物学入门课程中对实验室经验与测得成绩之间的联系进行的测试。

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摘要

This study investigated the specific contribution of laboratory experience to student performance on achievement tests in an introductory college biology course. This required pre-medical student course (900 students) was separated by the biology department into a lecture course and a laboratory course, creating the study groups. The topics selected for treatment were in the field of molecular biology, including restriction enzyme manipulation and plasmid mapping of DNA sequences.;Random samples (30 per group) of students enrolled in the lecture course and laboratory course, lecture course only, or laboratory course only were post-tested and second post-tested for objective test achievement in the topical field after laboratory participation. Student self-reported essays on topical concept gains from laboratory experience were categorized and analyzed in relation to achievement outcomes.;A significant difference (F = 5.47, df = 2,87, alpha = .05) was present within the group by test achievement scores. Analysis showed no significant difference in test scores over time for the laboratory and lecture and laboratory only groups. There was a significant decline in test scores for the lecture only group over time.;Analysis of 509 student self-reported essays showed approximately 18.5% reporting no abstract comprehension gain from the specific laboratory experience they chose to report. Approximately 8.3% of the essays reported increased confusion of topical concepts after participating in the laboratory exercise. The balance of the students (73.3%) reported increased topical concept understanding after laboratory exercise participation.;The results suggest the importance of laboratory participation for long-term concept retention and the benefit of post-laboratory experience reflection time before objective testing. Direct instruction without laboratory experience appears to yield gains which are short term in nature. Student self-reports suggested cognitive gains from laboratory experience may be based in student initiated questioning during and after the laboratory experience. This is compatible with a constructivist explanation of student schema development.
机译：这项研究调查了大学生物学入门课程中实验室经验对学生成绩测验的具体贡献。这门必修的医学预科课程（900名学生）被生物学部门划分为讲座课程和实验室课程，从而创建了研究小组。选择用于治疗的主题是分子生物学领域，包括限制性内切酶操作和DNA序列的质粒作图。；随机授课的样本（每组30个）参加了讲座课程和实验室课程，仅讲座课程或实验室课程在实验室参与后，仅对主题领域的客观测试成绩进行了后测试和第二次后测试。根据实验室成就对学生自我报告的关于主题概念增益的论文进行归类和分析。;根据测试成绩，该组内存在显着差异（F = 5.47，df = 2,87，alpha = .05）分数。分析显示，实验室，仅讲座和仅实验室组的考试分数随时间推移无显着差异。随着时间的推移，仅演讲组的考试成绩显着下降。对509名学生自我报告的论文进行的分析显示，约有18.5％的学生报告说，他们选择报告的特定实验室经验没有抽象的理解力。大约有8.3％的论文报道了参加实验室练习后话题概念的混乱加剧。其余的学生（73.3％）报告说，参加实验室锻炼后对局部概念的理解增加了；结果表明，实验室参与对于长期保留概念和在进行客观测试之前受益于实验室后体验时间的重要性。没有实验室经验的直接指导似乎会产生短期的收益。学生的自我报告表明，从实验室经历中获得的认知收获可能是基于实验室经历期间和之后的学生发起的提问。这与对学生图式开发的建构主义解释是兼容的。

著录项

  • 作者

    Racich, Leo Peter 3rd.;

  • 作者单位

    University of Virginia.;

  • 授予单位 University of Virginia.;
  • 学科 Education Sciences.;Education Curriculum and Instruction.;Biology General.
  • 学位 Ph.D.
  • 年度 1999
  • 页码 125 p.
  • 总页数 125
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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