Zoology Students' Experiences of Collaborative Enquiry in Problem-based Learning
Zoology Students' Experiences of Collaborative Enquiry in Problem-based Learning
复制标题
动物学学生在基于问题的学习中协作探究的经验
DOI：
10.1080/13562510120100355
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
T. Harland
中科院分区：
文献类型：
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作者：
T. Harland
本文介绍了一个行动研究案例研究，重点研究了在动物学基于问题的学习（PBL）课程中合作的经验。我们的PBL模型是与一家商业机构合作开发的一项研究活动。因此，学习是基于真实的实践情况，在这种情况下，高度的合作是取得成功的必要条件。我们建立了一个特殊的社会环境，在这个环境中，导师和学生努力作为学习者进行互动，以协商和构建新的理解，并发展终身学习技能。学生们重视工作关系的质量，促进小组工作的民主方式，以及行动和思想自由的机会。在课程中，参与者对自己作为学习者有了新的认识，这种元认知技能对于发展PBL诊断自我评估的必要能力很重要。学生以前没有遇到过PBL，并讨论了他们经历的过渡性质。
This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of collaboration was essential for a successful outcome. A particular social context was established in which tutors and students endeavoured to interact as learners to negotiate and construct new understandings and develop life-long learning skills. Students valued the quality of working relationships, the democratic way in which group work was facilitated, and the opportunities for freedom of action and thought. During the course, participants achieved new insights into themselves as learners and this meta-cognitive skill was seen as important for developing the necessary competence in diagnostic self-assessment for PBL. Students had not previously encountered PBL and the transitional nature of their experiences is discussed.