The field course effect: gains in cognitive learning in undergraduate biology students following a field course
The field course effect: gains in cognitive learning in undergraduate biology students following a field course
复制标题
DOI：
10.1080/00219266.2011.568063
复制
发表时间：
2012-03-01
影响因子：
1.1
通讯作者：
Gilburn, Andre
中科院分区：
文献类型：
--
作者：
Easton, Eric;Gilburn, Andre
近年来，由于多种原因，本科生物学学位内的实地工作和实地课程受到威胁，尽管学术团体、学术人员和学生广泛支持保留实地学习，但很少有研究支持这种背景下实地教学的感知价值。本文报告了解决此问题的研究。将生物学本科生最后一年的本科成绩数据与倒数第二年的类似成绩数据进行比较。研究发现，那些在倒数第二年和最后一年期间在葡萄牙参加了为期 10 天的住宿实地课程的学生，在最后一年的荣誉模块中，与未参加的学生相比，其成绩提高了约 20 分。这项研究提供了定量证据，表明现场课程可以提高生物学本科生的成绩并改善认知学习。
Field work and field courses within undergraduate biology degrees have been under threat in recent years for multiple reasons and while there has been widespread support from learned societies, academic staff and students for the retention of field study, there has been little research to support the perceived value of field teaching within this context. This paper reports on research that addresses this issue. Undergraduate attainment data from final-year biology undergraduates were compared with similar attainment data from their penultimate year of study. Those students who attended a 10-day residential field course in Portugal between their penultimate and final years of study were found to perform about a grade better on a 20-point scale compared with non-attending students in their final-year honours module. This research provides quantitative evidence that field courses can increase attainment and improve cognitive learning in undergraduate biology students.