• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Development and evaluation of an active instructional framework for undergraduate biology education.
【24h】

Development and evaluation of an active instructional framework for undergraduate biology education.

机译：开发和评估一个有效的本科生物学教育教学框架。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The practice of science education in American colleges and universities is changing and the role of faculty is changing as well. There is momentum in higher education to transform our instruction and do a better job at supporting more students' success in science and engineering programs. New teaching approaches are transforming undergraduate science instruction and new research demonstrates that these new approaches are more engaging for students, result in greater achievement, and create more positive attitudes toward science careers. Additionally, teaching scholars have described a paradigm shift toward placing the burden of content coverage on students which allows more time for in-class activities such as discussion and problem solving. Teaching faculty have been asked to redesign their courses and rebrand themselves as facilitators of student learning, rather than purveyors of information, to improve student engagement, achievement, and attitudes. This dissertation is a critical evaluation of both the assumption that active learning improves student achievement and knowledge retention and my own assumptions regarding science education research and my students' resiliency. This dissertation is a collection of research articles, published or in preparation, presenting the chronological development (Chapters 2 and 3) and evaluation (Chapters 4 and 5) of an active instructional model for undergraduate biology instruction. Chapters 1 and 6.provide a broad introduction and summary, respectively. Chapter 2 is an exploration of student engagement through interviews with a variety of students. From these interviews I identified several themes that students felt were important, and science instructors need to address, including the place where learning happens and strategies for better engaging students. Chapter 3 presents a review of the science education literature broadly and more focused review on the how students learn and how faculty teach. Consistent with what my student interviews suggested, I found that engaging students by way of innovative instructional approaches is a major theme in science education. I conclude by arguing for the development of collaborative learning communities and the use of cognitive apprenticeships in science classrooms. In Chapter 4 I presented the development and initial evaluation of an instructional framework for undergraduate biology classrooms. I found that student satisfaction as measured by end-of-course iv evaluations increased compared to my previous instructional model. I concluded that the instructional framework was efficacious and proceeded to evaluate the model in the context of knowledge acquisition and retention. Chapter 5 is the culmination of the work I conducted for the research presented in Chapters 2 through 4. In Chapter 5 I formally test the hypotheses that my instructional framework presented in Chapter 4 results in no greater knowledge acquisition or retention compared to a more traditional lecture model of instruction. I failed to reject these hypotheses which runs contrary to much published literature; the implications of my findings are discussed.
机译：美国高校的科学教育实践正在发生变化，教师的角色也在发生变化。高等教育蓬勃发展，以改变我们的教学方式，并为支持更多学生在科学和工程课程中的成功做得更好。新的教学方法正在改变本科科学教学的方向，而新的研究表明，这些新方法对学生而言更具吸引力，带来更大的成就，并且对科学职业产生了更积极的态度。此外，教学学者描述了范式的转变，即向学生施加内容覆盖的负担，这使学生有更多时间进行课堂活动，例如讨论和解决问题。已要求教职员工重新设计课程，并将自己重塑为学生学习的促进者，而不是信息的提供者，以提高学生的参与度，成就和态度。本文是对主动学习可以提高学生的学习成绩和知识保留率的假设以及我自己关于科学教育研究和学生的适应能力的假设的批判性评估。本论文是已发表或正在准备中的研究论文的集合，介绍了针对大学生物学教学的有效教学模型的时间发展（第2章和第3章）和评估（第4章和第5章）。第1章和第6章分别提供了概述和总结。第2章通过与各种学生的访谈来探讨学生的参与度。从这些访谈中，我确定了学生认为重要的几个主题，理科讲师需要解决这些主题，包括学习发生的地方和更好地吸引学生的策略。第3章对科学教育文献进行了广泛的回顾，并对学生的学习方式和教职方式进行了更为集中的回顾。与我的学生访谈所建议的一致，我发现通过创新的教学方法吸引学生是科学教育的主要主题。最后，我争论了合作学习社区的发展以及科学教室中认知学徒制的使用。在第4章中，我介绍了本科生物学课堂教学框架的开发和初步评估。我发现通过课程结束时iv评估测得的学生满意度与我以前的教学模型相比有所提高。我得出的结论是，教学框架是有效的，并着手在知识获取和保留的背景下评估该模型。第5章是我为第2章至第4章介绍的研究所做的工作的最高潮。在第5章中，我正式检验了以下假设：与传统的讲座相比，第4章介绍的教学框架不会获得更多的知识获取或保留。教学模式。我没有拒绝这些假说，这些假说与许多已发表的文献背道而驰。讨论了我的发现的含义。

著录项

  • 作者

    Lysne, Steven John.;

  • 作者单位

    University of Idaho.;

  • 授予单位 University of Idaho.;
  • 学科 Science education.;Instructional design.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 149 p.
  • 总页数 149
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号