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Students' Studying and Approaches to Learning in Introductory Biology

机译：入门生物学的学生学习方法

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This exploratory study was conducted in an introductory biology course to determine 1) how students used the large lecture environment to create their own learning tasks during studying and 2) whether meaningful learning resulted from the students' efforts. Academic task research from the K-12 education literature and student approaches to learning research from the postsecondary education literature provided the theoretical framework for the mixed methods study. The subject topic was cell division. Findings showed that students 1) valued lectures to develop what they believed to be their own understanding of the topic; 2) deliberately created and engaged in learning tasks for themselves only in preparation for the unit exam; 3) used course resources, cognitive operations, and study strategies that were compatible with surface and strategic, rather than deep, approaches to learning; 4) successfully demonstrated competence in answering familiar test questions aligned with their surface and strategic approaches to studying and learning; and 5) demonstrated limited meaningful understanding of the significance of cell division processes. Implications for introductory biology education are discussed.
机译：这项探索性研究是在生物学入门课程中进行的，目的是确定1）学生如何在学习过程中使用大型演讲环境来创建自己的学习任务，以及2）是否有意义的学习源于学生的努力。来自K-12教育文献的学术任务研究和来自中学教育文献的学生学习研究方法为混合方法研究提供了理论框架。主题是细胞分裂。调查结果表明，学生1）重视讲座，以发展他们认为自己对该主题的理解; 2）故意为自己准备和从事学习任务，只是为了准备单元考试; 3）所使用的课程资源，认知操作和学习策略与表面和策略性而非深度学习方法兼容; 4）成功地展示了回答熟悉的测试问题的能力，这些问题与他们的表面和战略学习方法相一致; 5）对细胞分裂过程的重要性缺乏有限的有意义的理解。讨论了对生物学入门的启示。

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