Improving University Life Science Instruction with Analogies: Insights from a Course for Graduate Teaching Assistants.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Sara Petchey, David Treagust, Kai Niebert
{"title":"Improving University Life Science Instruction with Analogies: Insights from a Course for Graduate Teaching Assistants.","authors":"Sara Petchey, David Treagust, Kai Niebert","doi":"10.1187/cbe.22-07-0142","DOIUrl":null,"url":null,"abstract":"<p><p>concepts dominate university science teaching, and much of this content is taught without sufficient connection to students' prior knowledge or everyday experiences. As this can be problematic for students, the aim of this research was to determine the utility and effectiveness of a professional development module on using analogies to make these important connections for learning. We conducted qualitative content analysis of analogies in teaching plans designed by 75 graduate teaching assistants who participated in the module between 2018 and 2021. The module is part of a course on Teaching Science at University (TSU) and pairs cognitive science with a structured analogy design tool, originally developed for K-12 education. Most course participants used the tool systematically and developed analogies linking abstract science target concepts with students' everyday experiences; however, some analogies contained a high cognitive load or unaddressed anthropomorphic logic that might negatively impact learning. Participants' reflections on their learning in the module suggested a new awareness of the need for planning and for active student discussion of analogies, particularly where they break down. This research has shown that TSU's stepwise guidance using a structured pedagogical tool for planning and teaching with analogies is highly suitable for higher education.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/48/2f/cbe-22-ar24.PMC10228267.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cbe-Life Sciences Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1187/cbe.22-07-0142","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

Abstract

concepts dominate university science teaching, and much of this content is taught without sufficient connection to students' prior knowledge or everyday experiences. As this can be problematic for students, the aim of this research was to determine the utility and effectiveness of a professional development module on using analogies to make these important connections for learning. We conducted qualitative content analysis of analogies in teaching plans designed by 75 graduate teaching assistants who participated in the module between 2018 and 2021. The module is part of a course on Teaching Science at University (TSU) and pairs cognitive science with a structured analogy design tool, originally developed for K-12 education. Most course participants used the tool systematically and developed analogies linking abstract science target concepts with students' everyday experiences; however, some analogies contained a high cognitive load or unaddressed anthropomorphic logic that might negatively impact learning. Participants' reflections on their learning in the module suggested a new awareness of the need for planning and for active student discussion of analogies, particularly where they break down. This research has shown that TSU's stepwise guidance using a structured pedagogical tool for planning and teaching with analogies is highly suitable for higher education.

Abstract Image

Abstract Image

Abstract Image

用类比法改进大学生命科学教学:研究生助教课程的启示。
在大学科学教学中,类比概念占据了主导地位,而这些内容大多与学生的已有知识或日常经验缺乏足够的联系。这可能会给学生带来问题,因此本研究旨在确定一个关于使用类比来建立这些重要学习联系的专业发展模块的实用性和有效性。我们对 2018 年至 2021 年期间参加该模块的 75 名研究生助教设计的教学计划中的类比进行了定性内容分析。该模块是大学科学教学(TSU)课程的一部分,将认知科学与结构化类比设计工具相结合,该工具最初是为 K-12 教育开发的。大多数课程参与者都系统地使用了该工具,并开发了将抽象的科学目标概念与学生日常经验相联系的类比;然而,有些类比包含较高的认知负荷或未处理的拟人逻辑,可能会对学习产生负面影响。学员们对本模块学习的反思表明,他们重新认识到有必要对类比进行规划和积极的学生讨论,特别是在类比出现问题时。这项研究表明,TSU 使用结构化教学工具对计划和类比教学进行的逐步指导非常适合高等教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信