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首页> 外文期刊>CBE Life Sciences Education >Different but Equal? How Nonmajors and Majors Approach and Learn Genetics
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Different but Equal? How Nonmajors and Majors Approach and Learn Genetics

机译：不同但相等？非专业学生和专业学生如何学习和学习遗传学

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摘要

Introductory biology courses are frequently offered separately to biology majors and nonbiology majors, with the assumption that the two groups of students are different enough to merit different courses. To assess the evidence behind this assumption, we compared students in two different genetics classes at the University of Colorado–Boulder, one class for nonscience majors (nonmajors) and the other class for biology majors and students planning a biology-related career (majors), to see whether these two groups of students were fundamentally different in performance and attitudes. To measure content knowledge, we administered identical assessments to both groups of students during the semester: a validated pre- and postcontent assessment (Genetics Concept Assessment), ungraded quizzes after problem-solving sessions, and questions on each exam. We measured attitudes, study time, and study techniques through online surveys. Majors outperformed nonmajors on content assessments, finishing with significantly higher learning gains. Nonmajors and majors also differed in their motivation, interest, study time, and expert-level of beliefs. We suggest that focusing on the process of science and its connection to students' lives will better engage and motivate nonmajors while still helping them learn the fundamental concepts of genetics.
机译：入门生物学课程通常是分别面向生物学专业和非生物学专业开设的，前提是两组学生的差异足以胜任不同的课程。为了评估这一假设的依据，我们比较了科罗拉多大学博尔德分校两个不同的遗传学课程的学生，一个是非科学专业的课程（非专业），另一个是生物学专业的课程，以及计划从事生物学相关职业的学生（专业） ，看看这两组学生的表现和态度是否根本不同。为了衡量内容知识，我们在本学期对两组学生进行了相同的评估：有效的前后内容评估（遗传学概念评估），解决问题课程后的未测验以及每项考试的问题。我们通过在线调查测量了态度，学习时间和学习技巧。在内容评估方面，专业学生的表现优于非专业学生，其学习成绩显着提高。非专业学生和专业学生的动机，兴趣，学习时间和专家水平的信念也有所不同。我们建议，关注科学过程及其与学生生活的联系将更好地吸引和激励非专业学生，同时仍帮助他们学习遗传学的基本概念。

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