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首页> 美国卫生研究院文献>CBE Life Sciences Education >Teaching Cell Biology in the Large-Enrollment Classroom: Methods to Promote Analytical Thinking and Assessment of Their Effectiveness
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Teaching Cell Biology in the Large-Enrollment Classroom: Methods to Promote Analytical Thinking and Assessment of Their Effectiveness

机译：大型课堂上的细胞生物学教学：促进分析性思维和有效性评估的方法

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A large-enrollment, undergraduate cellular biology lecture course is described whose primary goal is to help students acquire skill in the interpretation of experimental data. The premise is that this kind of analytical reasoning is not intuitive for most people and, in the absence of hands-on laboratory experience, will not readily develop unless instructional methods and examinations specifically designed to foster it are employed. Promoting scientific thinking forces changes in the roles of both teacher and student. We describe didactic strategies that include directed practice of data analysis in a workshop format, active learning through verbal and written communication, visualization of abstractions diagrammatically, and the use of ancillary small-group mentoring sessions with faculty. The implications for a teacher in reducing the breadth and depth of coverage, becoming coach instead of lecturer, and helping students to diagnose cognitive weaknesses are discussed. In order to determine the efficacy of these strategies, we have carefully monitored student performance and have demonstrated a large gain in a pre- and posttest comparison of scores on identical problems, improved test scores on several successive midterm examinations when the statistical analysis accounts for the relative difficulty of the problems, and higher scores in comparison to students in a control course whose objective was information transfer, not acquisition of reasoning skills. A novel analytical index (student mobility profile) is described that demonstrates that this improvement was not random, but a systematic outcome of the teaching/learning strategies employed. An assessment of attitudes showed that, in spite of finding it difficult, students endorse this approach to learning, but also favor curricular changes that would introduce an analytical emphasis earlier in their training.
机译：描述了一个大课程的本科生细胞生物学讲座课程，其主要目的是帮助学生掌握解释实验数据的技能。前提是这种分析推理对大多数人来说不是直观的，并且在没有动手实验室经验的情况下，除非采用专门设计用来促进它的教学方法和考试，否则将不容易发展。促进科学思维会改变教师和学生的角色。我们描述的教学策略包括以讲习班形式进行数据分析的定向实践，通过口头和书面交流进行的主动学习，以图形方式抽象化的可视化以及与教师一起使用的辅助小组指导课程。讨论了对教师在减少覆盖面的广度和深度，成为教练而不是讲师以及帮助学生诊断认知弱点方面的意义。为了确定这些策略的有效性，我们仔细监控了学生的表现，并在对相同问题的分数的测试前和测试后比较中获得了很大的收获，在统计分析占问题的相对难度，以及相对于控制课程的学生而言更高的分数，该课程的目标是信息传递，而不是掌握推理能力。描述了一种新的分析指标（学生的活动状况），表明该改进不是随机的，而是所采用的教学/学习策略的系统结果。对态度的评估表明，尽管发现困难，学生仍认可这种学习方法，但也赞成课程改革​​，这将在他们的培训初期引入分析重点。

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