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首页> 美国卫生研究院文献>CBE Life Sciences Education >Using Targeted Active-Learning Exercises and Diagnostic Question Clusters to Improve Students Understanding of Carbon Cycling in Ecosystems
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Using Targeted Active-Learning Exercises and Diagnostic Question Clusters to Improve Students Understanding of Carbon Cycling in Ecosystems

机译：使用有针对性的主动学习练习和诊断性问题簇来提高学生对生态系统中碳循环的理解

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In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and organic carbon-containing compounds in biological systems. These results helped us identify specific active-learning exercises that would be responsive to students' existing knowledge. The effects of the active-learning interventions were then examined through analysis of students' pre- and postinstruction responses on the DQCs. The biology and non–biology majors participating in this study attended a range of institutions and the instructors varied in their use of active learning; one lecture-only comparison class was included. Changes in pre- to postinstruction scores on the DQCs showed that an instructor's teaching method had a highly significant effect on student reasoning following course instruction, especially for questions pertaining to cellular-level, carbon-transforming processes. We conclude that using targeted in-class activities had a beneficial effect on student learning regardless of major or class size, and argue that using diagnostic questions to identify effective learning activities is a valuable strategy for promoting learning, as gains from lecture-only classes were minimal.
机译：在这项研究中，我们使用了有针对性的主动学习活动，以帮助学生改善他们对生态系统碳流量的推理方式。经过验证的生态学概念清单（诊断性问题簇[DQC]）的结果为我们提供了有关学生对生物系统中无机和有机含碳化合物转化的理解和推理的信息。这些结果帮助我们确定了对学生现有知识有反应的特定的主动学习练习。然后，通过分析学生对DQC的教学前后反应，来研究主动学习干预的效果。参加这项研究的生物学和非生物学专业的学生参加了一系列机构，并且讲师们对主动学习的运用也各不相同。包括一个仅讲座比较班。 DQC上教学前后分数的变化表明，教师的教学方法对课程教学后的学生推理有非常重要的影响，尤其是有关细胞水平，碳转化过程的问题。我们得出结论，使用有针对性的课堂活动对学生的学习都具有有益的影响，而无论专业或班级规模如何，并认为使用诊断性问题来识别有效的学习活动是促进学习的宝贵策略，因为仅讲课的学习成果是最小的。

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