反应策略对高中生分子遗传学成绩的影响

Benedicta Abeka Quainoo, Charles Deodat Otami, K. Owusu
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引用次数: 3

摘要

分子遗传学是生物学中的一个重要概念,对高中学生来说是非常困难的。这种情况很大程度上归咎于教师的教学方法。据报道,关联、体验、应用、合作和转移(REACT)策略是提高学生对科学概念理解的有效教学方法,因此,本文试图探讨其对加纳高中生分子遗传学成绩的影响。为此,采用嵌入式混合方法研究设计。采用简单随机抽样的方法选取2个完整的生物课作为实验组和对照组,分别采用REACT策略和常规方法进行教学。定量资料采用前测后测对照组设计,采用独立样本t检验和方差分析。通过访谈获得学生对REACT策略学习感知的定性数据,并对其进行主题分析。结果表明,与传统方法相比,REACT策略在分子遗传学教学中更有效。虽然REACT不能弥合该组中低成就者和高成就者之间的差距,但REACT组中低成就者的表现与传统组中高成就者的表现相当。学生们认为有机会搜索和分享信息,并将REACT策略提供的新概念与先前的学习联系起来,从而促进了他们对分子遗传学概念的理解。建议生物教师使用REACT策略来教授学生认为有问题的概念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effect of the REACT strategy on senior high school students’ achievement in molecular genetics
Molecular genetics, a key concept in biology, is found to be very difficult for students at the senior high school level. A situation largely blamed on teachers' instructional approaches. Since the Relating, Experiencing, Applying, Cooperating and Transferring (REACT) strategy is reported to be an effective pedagogical approach for improving students' understanding of science concepts, in this paper, we sought to explore its effectiveness on Senior High School students' achievement in molecular genetics in Ghana. To do this, the embedded mixed methods research design was employed. Two intact biology classes selected through simple random sampling were assigned as experimental and control groups and taught with the REACT strategy and the conventional approach respectively. Quantitative data were obtained with pre-test-post-test control group design and analysed with Independent sample t-test and ANOVA. The qualitative data on students’ perception of learning with the REACT strategy was obtained through interviews and analysed thematically. The findings showed that the REACT strategy was more effective for teaching molecular genetic compared with the conventional approach. Although REACT could not bridge the gap between low and high achievers in that group, the performance of low achievers in the REACT group was at par with high achievers in the conventional group. Students perceived the opportunity to search and share information as well as relate new concepts to prior learning provided by the REACT strategy to have facilitated their understanding of concepts in molecular genetics. It is recommended that biology teachers use the REACT strategy to teach concepts students find problematic.
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