以学生为主导讨论具有里程碑意义的发现文章:初级病毒学文献教学的立足点。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Camilla E Hippee, Aloysius Klingelhutz, Li Wu
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引用次数: 0

摘要

向学生介绍原始科学文献对于建立科学素养至关重要;然而,学生可能会对研究文章中的大量信息感到不知所措。在病毒学讨论课程中,我们通过营造以学生为中心的积极学习环境来解决这一问题。学生们在课堂上就研究文献中的原理、背景、方法、结果和结论进行陈述并引导讨论。这种方法已被应用于本科生和研究生的微生物学学习中,两组学生的期望和标准不同。从三个学期收集到的学生评价对这种教学方法给予了肯定。学生们对 "里程碑式的发现 "文章的加入大加赞赏,这些文章探讨了病毒学中改变范式的概念。本科生表示,他们在理解科学文献方面增强了信心,并强调了小组合作的影响。在对课程的批评意见中,学生们建议增加所涉及主题的多样性,并纳入最新发表的文章。总之,我们改进了教学方式和方法,提高了学生对主要科学文献的体验,促进了学生的学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature.

Introducing students to primary scientific literature is essential for establishing scientific literacy; however, students can feel overwhelmed by the amount of information within a research article. In our virology discussion courses, we address this issue by creating a student-centered and active learning environment. Students present and guide discussions on the rationales, background, methods, results, and conclusions from research literature in class. This approach has been applied in both undergraduate and graduate settings for students studying microbiology, with different expectations and criteria between the two groups. Student evaluations collected from three semesters were positive toward the teaching methods. Students praised the inclusion of "landmark discovery" articles, which examined paradigm-shifting concepts in virology. Undergraduates expressed their increased confidence in comprehending scientific literature and highlighted the impact of group work. In a critique of the course, students suggested more variety in the topics covered and inclusion of recent publications. Overall, our enhanced approach and methods improved student experiences with primary scientific literature and promoted student learning.

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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
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