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Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills

机译：只是事实？本科生物学入门课程侧重于低级认知技能

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摘要

Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses. We used Bloom's Taxonomy of Educational Objectives to assign cognitive learning levels to course goals as articulated on syllabi and individual items on high-stakes assessments (i.e., exams and quizzes). Our investigation revealed the following: 1) assessment items overwhelmingly targeted lower cognitive levels, 2) the cognitive level of articulated course goals was not predictive of the cognitive level of assessment items, and 3) there was no influence of course size or institution type on the cognitive levels of assessments. These results support the claim that introductory biology courses emphasize facts more than higher-order thinking.
机译：入门生物学课程因过分强调细节和死记硬背而受到广泛批评。然而，令人惊讶的是缺乏支持这种说法的数据。我们试图确定这一说法是否基于证据。为此，我们对教师在入门级生物学课程中学习的认知水平进行了量化。我们使用Bloom的《教育目标分类法》为课程目标分配了认知学习水平，如教学大纲和高风险评估（例如考试和测验）中的个别项目所述。我们的调查显示以下内容：1）评估项目绝大多数针对较低的认知水平; 2）明确表达的课程目标的认知水平不能预测评估项目的认知水平; 3）课程规模或机构类型对评估项目的认知水平没有影响评估的认知水平。这些结果支持这样的说法，即入门生物学课程比高阶思维更注重事实。

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