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首页> 外文期刊>CBE Life Sciences Education >What’s in a Prerequisite? A Mixed-Methods Approach to Identifying the Impact of a Prerequisite Course
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What’s in a Prerequisite? A Mixed-Methods Approach to Identifying the Impact of a Prerequisite Course

机译：先决条件是什么？确定预科课程影响的混合方法

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摘要

Despite the ubiquity of prerequisites in undergraduate science, technology, engineering, and mathematics curricula, there has been minimal effort to assess their value in a data-driven manner. Using both quantitative and qualitative data, we examined the impact of prerequisites in the context of a microbiology lecture and lab course pairing. Through interviews and an online survey, students highlighted a number of positive attributes of prerequisites, including their role in knowledge acquisition, along with negative impacts, such as perhaps needlessly increasing time to degree and adding to the cost of education. We also identified a number of reasons why individuals do or do not enroll in prerequisite courses, many of which were not related to student learning. In our particular curriculum, students did not believe the microbiology lecture course impacted success in the lab, which agrees with our analysis of lab course performance using a previously established “familiarity” scale. These conclusions highlight the importance of soliciting and analyzing student feedback, and triangulating these data with quantitative performance metrics to assess the state of science, technology, engineering, and mathematics curricula.
机译：尽管在本科科学，技术，工程和数学课程中普遍存在先决条件，但以数据驱动的方式评估其价值的努力却很少。使用定量和定性数据，我们在微生物学讲座和实验室课程配对的背景下研究了前提条件的影响。通过访谈和在线调查，学生强调了先决条件的许多积极属性，包括他们在知识获取中的作用，以及消极影响，例如可能不必要地增加了升读学位的时间并增加了教育成本。我们还确定了个人参加或不参加前提课程的许多原因，其中许多与学生的学习无关。在我们的特定课程中，学生们不相信微生物讲座课程会影响实验室的成功，这与我们使用先前建立的“熟悉度”量表对实验室课程表现的分析相吻合。这些结论凸显了征求和分析学生反馈，并用定量绩效指标对这些数据进行三角测量以评估科学，技术，工程和数学课程的状态的重要性。

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