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首页> 美国卫生研究院文献>CBE Life Sciences Education >Implementation of the Peer-Led Team-Learning Instructional Model as a Stopgap Measure Improves Student Achievement for Students Opting Out of Laboratory
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Implementation of the Peer-Led Team-Learning Instructional Model as a Stopgap Measure Improves Student Achievement for Students Opting Out of Laboratory

机译：实施同行领导的团队学习教学模型作为权宜之计可以提高选择离开实验室的学生的学习成绩

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摘要

In entry-level university courses in science, technology, engineering, and mathematics fields, students participating in associated laboratory sessions generally do better than those who have no related lab classes. This is a problem when, for various reasons, not enough lab sections can be offered for students and/or when students opt out of optional available lab courses. Faced with such a situation, this study evaluated the efficacy of the peer-led team-learning (PLTL) instructional model as a potential method for narrowing the achievement gap among undergraduate students electing not to enroll in an optional laboratory component of an introductory biology course. In peer-led workshops, small groups of students participated in solving problems and other activities that encouraged active learning. Students led by peer leaders attained significantly higher exam and final course grades in introductory biology than comparable students not participating in PLTL. Among the introductory biology students who opted not to enroll in the optional lab course, those who participated in PLTL averaged more than a letter grade higher than those who did not. This difference was statistically significant, and the PLTL workshops almost entirely closed the achievement gap in lecture exam and final grades for students who did not take the lab.
机译：在科学，技术，工程和数学领域的入门级大学课程中，参加相关实验室课程的学生通常比没有相关实验室课程的学生表现更好。当由于各种原因无法为学生提供足够的实验部分和/或当学生选择退出可选的可用实验课程时，就会出现此问题。面对这样的情况，本研究评估了同伴主导的团队学习（PLTL）教学模型的有效性，该模型可以缩小选择不参加生物学入门课程的可选本科生之间的成就差距。在同伴主导的讲习班中，一小组学生参加了解决问题和其他鼓励积极学习的活动。与不参加PLTL的同类学生相比，由同伴领导的学生在入门生物学上的考试和最后课程成绩明显更高。选择不参加选修实验课程的生物学入门学生中，参加PLTL的学生的平均成绩比未参加该课程的学生更高。这种差异具有统计学意义，并且PLTL研讨会几乎完全弥补了不参加实验的学生在演讲考试和最终成绩方面的成就差距。

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