设计活动教授高阶技能:反馈和约束如何影响实验设计的学习。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Eli Meir, Denise Pope, Joel K Abraham, Kerry J Kim, Susan Maruca, Jennifer Palacio
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引用次数: 0

摘要

众所周知,生物教学中的主动学习方法,包括基于模拟的活动,可以提高学生的学习效果,尤其是高阶技能的学习效果;然而,关于活动的哪些特征可以促进最佳学习效果,仍有许多问题有待解决。在这里,我们设计了三个版本的模拟教程,名为 "理解实验设计",要求学生设计实验并收集数据来验证他们的假设。这三个版本的实验设计任务在反馈和约束轴上各不相同,其中约束轴衡量学生在执行任务时的选择程度。通过各种评估,我们询问这些特征是否会影响学生对实验设计的学习。我们发现,反馈对学习有直接的积极影响。我们进一步发现,约束条件的微小变化对学习只有微妙的影响,而且大多是间接影响。这项研究表明,高阶技能教学工具的设计者应努力将反馈包含在内,以增强效果,并可更自由地在一定范围内改变约束程度,以优化其他功能,如提供即时反馈的能力和任务时间。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Designing Activities to Teach Higher-Order Skills: How Feedback and Constraint Affect Learning of Experimental Design.

Active learning approaches to biology teaching, including simulation-based activities, are known to enhance student learning, especially of higher-order skills; nonetheless, there are still many open questions about what features of an activity promote optimal learning. Here we designed three versions of a simulation-based tutorial called Understanding Experimental Design that asks students to design experiments and collect data to test their hypotheses. The three versions vary the experimental design task along the axes of feedback and constraint, where constraint measures how much choice students have in performing a task. Using a variety of assessments, we ask whether each of those features affects student learning of experimental design. We find that feedback has a direct positive effect on learning. We further find that small changes in constraint have only subtle and mostly indirect effects on learning. This work suggests that designers of tools for teaching higher-order skills should strive to include feedback to increase impact and may feel freer to vary the degree of constraint within a range to optimize for other features such as the ability to provide immediate feedback and time-on-task.

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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.
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