在大规模招生的生物课上组建小组:小组持久性比小组规模更重要。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Georgianne L Connell, Deborah A Donovan, Elli J Theobald
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引用次数: 0

摘要

积极的学习方法往往需要小组合作。我们在一堂非专业生物课上测试了分组的各个方面。我们询问了大群体还是小群体会影响学生的学习成果和对小组工作的态度。我们把学生分成三到六个人一组,学生们整个学期都待在自己的小组里。我们使用前/后评估以及两阶段考试来衡量学习结果。对小组工作的态度是通过之前公布的前后调查和离职调查来衡量的。我们发现,大群体的学生在小组考试中表现更好,而大群体在两阶段考试的个人部分得分更高。小组规模对学生评估后的成绩或对小组工作的态度没有影响。接下来,我们将学生分为永久组或非永久组。我们使用了与小组规模实验相同的指标。长期小组的学生在小组考试中得分更高,对小组工作的态度更好。小组持久性对学生评估后的成绩没有影响。由于本季度形成了积极的团队互动,学生们更喜欢在固定的团队中工作。最佳小组规模和持久性可能是特定于上下文的,并取决于课堂上使用的小组作业类型。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size.

Active-learning pedagogies often require group work. We tested aspects of forming groups in a nonmajors Biology class. We asked whether large or small groups affected student learning outcomes and attitudes towards working in groups. We placed students in groups of three or six and students stayed in their groups for the term. We measured learning outcomes using a pre/postassessment as well as two-stage exams. Attitudes towards working in groups were measured using a previously published pre/post survey and an exit survey. We found that students in large groups did better on group exams and large groups had higher highest scores on the individual part of two-stage exams. Group size had no effect on students' postassessment scores or attitudes towards working in groups. We next assigned students to permanent or nonpermanent groups. We used the same metrics as the group size experiment. Students in permanent groups had higher group exam scores and better attitudes towards working in groups. Group permanence had no effect on students' postassessment scores. Students preferred working in permanent groups due to positive group interactions that developed over the quarter. Optimal group size and permanence are likely context-specific and dependent on the types of group work used in class.

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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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