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首页> 外文期刊>CBE Life Sciences Education >Student Learning Outcomes and Attitudes When Biotechnology Lab Partners Are of Different Academic Levels
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Student Learning Outcomes and Attitudes When Biotechnology Lab Partners Are of Different Academic Levels

机译：当生物技术实验室合作伙伴处于不同学术水平时，学生的学习成果和态度

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The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In “Manipulation and Expression of Recombinant DNA,” students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer “boutique” courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed.
机译：北卡罗莱纳州立大学生物技术计划为本科生和研究生提供实验室密集型课程。在“重组DNA的操作和表达”中，学生分为实验室的本科生和研究生科，但不包括讲座部分。有证据表明，学生更喜欢与同一学术水平的人结对。但是，当合作伙伴具有不同的能力时，对同伴学习环境中主要思想的保留会显示出更大的优势。因此，我们检验了以下假设：实验室合作伙伴处于不同学术水平时，将会增强学生的学习能力。我们发现，无论配对如何，两个层次的学生都能达到学习成果。当本科生与研究生配对时，每种评估方法上的本科生平均成绩都会提高。当研究生与本科生配对时，许多研究生的平均成绩也有所提高。与合作伙伴合作的态度已大大转向支持与不同学术水平的学生合作。这项工作表明，提供建立不同级别合作伙伴关系的双级课程不会抑制不同学术水平的学生的学习。这种格式对希望开设“精品”课程的机构很有用，在这些课程中，学生入学率可能较低，但需要专门的设备和教师专业知识。

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