本科生学习生物学的方法:文献系统综述

IF 4.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Angela N. Google, Grant E. Gardner, A. Grinath
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引用次数: 2

摘要

几十年来,生物学教育研究者一直致力于让本科生参与到科学过程中来,并帮助学生在该领域发展深入的学习方法。研究表明,采用深度学习方法或学习策略的学生与课程材料建立了有意义的联系,从而取得了更高的学习成绩。研究已经确定了影响学生采用一种学习方法的几个因素。鉴于学习方法的情境依赖性质,越来越需要了解学生如何在特定学科的环境中学习。这篇系统综述的结果是对34篇实证文章的分析,这些文章研究了研究人员如何在本科生物学的背景下衡量学习方法,以及这些报告的发现如何影响我们对学生学习生物学的理解。这项工作的含义支持更广泛地考虑社会文化因素如何影响学生学习生物学的方法,需要更多地使用混合方法进行研究,以及课程评估和期望学生学习生物学的方法之间更明确的一致性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Undergraduate students’ approaches to learning biology: a systematic review of the literature
ABSTRACT For decades, biology education researchers have made efforts towards engaging undergraduate students in the process of science and assisting students in their development of deep approaches to learning in the field. Research indicates that students who adopt deep approaches or study strategies make meaningful connections with course material and as a result have higher academic achievement. Studies have identified several factors that influence student’s adoption of an approach to learning. Given the context-dependent nature of approaches to learning, there is a growing need to understand how students approach learning in a discipline-specific contexts. This systematic review resulted in the analysis of 34 empirical articles that examined how researchers have measured approaches to learning in the context of undergraduate biology, and how the findings of these reports shape our understanding of how students study biology. Implications of this work support a broader consideration for how socio-cultural factors influence student approaches to learning biology, a need for an increased use of mixed-methodological approaches to research, and a clearer alignment between course assessment and desired student approaches to learning biology.
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来源期刊
Studies in Science Education
Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
15.30
自引率
2.00%
发文量
7
审稿时长
>12 weeks
期刊介绍: The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.
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