Fink’s Integrated Course Design and Taxonomy: The Impact of Their Use in an Undergraduate Introductory Course on Bioinformatics

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ashish Katyal, Shibasish Chowdhury, Pankaj Kumar Sharma, Manoj Kannan
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引用次数: 0

Abstract

The Integrated Course Design (ICD), using Fink’s taxonomy of significant learning, popularly known as ICD/SL, is a handy way to create a better learning environment for students. It is a learner-centered approach with the desired end-product, but at the same time, it upgrades the teaching by improving the instructors’ delivery mechanism. Our goal of this study was to see whether ICD/SL affects students’ class participation and academic performance in the “Introduction to Bioinformatics” course offered at the Department of Biological Science, BITS Pilani, Pilani campus, India. Three class groups were chosen for this purpose: 2019–2020 (51 students), 2020–2021 (77 students), and 2021–2022 (72 students). The control group, 2019–2020, received no ICD/SL instruction; the remaining two groups, 2020–2021 and 2021–2022, received ICD/SL instruction that included revised learning goals based on Fink’s taxonomy and new teaching and evaluation activities. A Likert scale was utilized to assess students’ academic feedback using the Kruskal–Wallis test to determine the P-value. The findings showed that the treatment groups had higher class participation and academic performance in the summative assessment of final grades. In the experimental groups, the class participation was 23 to 27% higher compared to the control group. The absenteeism rate on the course decreased from 14% in 2019–2020 to 9% in 2020–2021 and 4% in 2021–2022. Also, in the treatment groups, 83 to 90% of students were in the High to Excellent category, compared to 74% in the control group. The failure rate of the course decreased from nearly 18 to 10% in 2021–2022 and only 6% in 2020–2021. There were significant differences between the treatment and control groups in class participation and academic performance (P < 0.05). This study has shown that the use of ICD/SL has the potential to improve students’ class participation and academic performance.

Abstract Image

芬克的综合课程设计和分类学:在生物信息学本科入门课程中使用它们的影响
摘要 综合课程设计(ICD)采用芬克的重要学习分类法,俗称 ICD/SL,是一种为学生创造更好学习环境的便捷方法。它是一种以学习者为中心的方法,既能达到预期的最终结果,又能通过改进教师的授课机制来提升教学水平。本研究的目的是了解 ICD/SL 是否会影响学生在印度 BITS Pilani 校区生物科学系开设的 "生物信息学导论 "课程中的课堂参与度和学习成绩。为此选择了三个班级组:2019-2020 年(51 名学生)、2020-2021 年(77 名学生)和 2021-2022 年(72 名学生)。对照组(2019-2020 年)不接受 ICD/SL 教学;其余两组(2020-2021 年和 2021-2022 年)接受 ICD/SL 教学,其中包括根据芬克分类法修订的学习目标以及新的教学和评价活动。采用李克特量表评估学生的学业反馈,通过 Kruskal-Wallis 检验确定 P 值。研究结果表明,在期末成绩的终结性评价中,治疗组的课堂参与度和学业成绩较高。与对照组相比,实验组的课堂参与率高出 23%至 27%。课程旷课率从 2019-2020 年的 14% 降至 2020-2021 年的 9% 和 2021-2022 年的 4%。此外,在治疗组中,83% 至 90% 的学生成绩为 "高 "至 "优秀",而对照组的这一比例为 74%。课程不及格率从近 18%下降到 2021-2022 年的 10%,2020-2021 年仅为 6%。治疗组和对照组在课堂参与度和学习成绩方面存在明显差异(P < 0.05)。这项研究表明,使用 ICD/SL 有可能提高学生的课堂参与度和学习成绩。
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来源期刊
Journal of Science Education and Technology
Journal of Science Education and Technology EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
9.40
自引率
4.50%
发文量
45
审稿时长
6-12 weeks
期刊介绍: Journal of Science Education and Technology is an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address the intersection of science education and technology with implications for improving and enhancing science education at all levels across the world. Topics covered can be categorized as disciplinary (biology, chemistry, physics, as well as some applications of computer science and engineering, including the processes of learning, teaching and teacher development), technological (hardware, software, deigned and situated environments involving applications characterized as with, through and in), and organizational (legislation, administration, implementation and teacher enhancement). Insofar as technology plays an ever-increasing role in our understanding and development of science disciplines, in the social relationships among people, information and institutions, the journal includes it as a component of science education. The journal provides a stimulating and informative variety of research papers that expand and deepen our theoretical understanding while providing practice and policy based implications in the anticipation that such high-quality work shared among a broad coalition of individuals and groups will facilitate future efforts.
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