Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills.
Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills.
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DOI：
10.1187/cbe.10-01-0001
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Ebert-May D
中科院分区：
文献类型：
--
作者：
Momsen JL;Long TM;Wyse SA;Ebert-May D
生物学导论课程因过分强调细节和死记硬背而受到广泛批评。然而，支持这种说法的数据却少得惊人。我们试图确定这一说法是否有证据。为此，我们量化了教师在入门级生物学课程中所针对的学习认知水平。我们使用Bloom的教育目标分类法来为课程目标分配认知学习水平，这些目标在教学大纲和高风险评估（即考试和小测验）的个别项目上得到明确表达。我们的调查发现：1)评估项目绝大多数针对较低的认知水平，2)明确的课程目标的认知水平不能预测评估项目的认知水平，3)课程规模和机构类型对评估的认知水平没有影响。这些结果支持了生物学入门课程强调事实多于高阶思维的说法。
Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses. We used Bloom's Taxonomy of Educational Objectives to assign cognitive learning levels to course goals as articulated on syllabi and individual items on high-stakes assessments (i.e., exams and quizzes). Our investigation revealed the following: 1) assessment items overwhelmingly targeted lower cognitive levels, 2) the cognitive level of articulated course goals was not predictive of the cognitive level of assessment items, and 3) there was no influence of course size or institution type on the cognitive levels of assessments. These results support the claim that introductory biology courses emphasize facts more than higher-order thinking.
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影响因子：
3.7
作者：
Crowe, Alison;Dirks, Clarissa;Wenderoth, Mary Pat
通讯作者：
Wenderoth, Mary Pat
影响因子：
11.2
作者：
FURST, EJ
通讯作者：
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影响因子：
5
作者：
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通讯作者：
ELEY, MG
影响因子：
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作者：
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通讯作者：
Sireci, Stephen G.