Teaching more by lecturing less.
Teaching more by lecturing less.
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DOI：
10.1187/05-06-0082
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发表时间：
2005-01-01
期刊：
影响因子：
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通讯作者：
Wood, William B
中科院分区：
文献类型：
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作者：
Knight, Jennifer K;Wood, William B
我们进行了一项实验，以确定学生的学习收益是否在一个大的，传统的教学，高年级的讲座课程在发育生物学可以增加部分改变到一个更具互动性的课堂形式。在连续两个学期，我们提出了相同的课程大纲，使用不同的教学风格：在2003年秋季，传统的讲座形式，并在2004年春季，减少讲课和增加学生参与和合作解决问题的课堂时间，包括经常在课堂上的理解评估。我们使用前测和后测的表现，以及家庭作业问题来估计和比较两个学期之间学生的学习收益。我们的研究结果表明，更高的学习收益和更好的概念理解，在更互动的过程中。为了评估这些影响的可重复性，我们在2005年春季重复了互动课程，得到了类似的结果。我们的研究结果与其他学科中类似教学风格的比较结果平行。在此证据的基础上，我们提出了一个通用的模式，教学大型生物课程，包括互动参与和合作工作的地方，一些讲课，同时保留课程内容，要求学生更大的责任，课外学习。
We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in fall 2003, the traditional lecture format; and in spring 2004, decreased lecturing and addition of student participation and cooperative problem solving during class time, including frequent in-class assessment of understanding. We used performance on pretests and posttests, and on homework problems to estimate and compare student learning gains between the two semesters. Our results indicated significantly higher learning gains and better conceptual understanding in the more interactive course. To assess reproducibility of these effects, we repeated the interactive course in spring 2005 with similar results. Our findings parallel results of similar teaching-style comparisons made in other disciplines. On the basis of this evidence, we propose a general model for teaching large biology courses that incorporates interactive engagement and cooperative work in place of some lecturing, while retaining course content by demanding greater student responsibility for learning outside of class.