The development of students’ ways of thinking and practising in three final-year biology courses
The development of students’ ways of thinking and practising in three final-year biology courses
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三门期末生物学课程中学生思维和实践方式的发展
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
D. Hounsell
中科院分区：
文献类型：
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作者：
V. McCune;D. Hounsell
调查结果是从三个最后一年，荣誉级课程单元在生物科学与85名学生的合并摄入量正在进行的研究。分析得出的数据包括半结构化的访谈与学生一起从教学和学习问卷调查的结果。调查的一部分，一个更广泛的项目有关的教学环境，在对比学科领域的本科课程的增强。本文的研究结果集中在两个相互关联的方面的学生的经验内的教学环境所代表的三个课程设置。首先，高质量的本科层次的学习的突出方面确定的形式，学生的思维和实践的特点的方式不断变化的把握。生物科学中的这些思维和实践方式在学生对研究文献和实验数据的参与以及他们努力掌握该学科书面和口头话语的要求和惯例中表现得很明显。第二部分分析了三种课程设置所代表的教学环境。结果发现，尽管在三种情况下采取了明显不同的形式，但所采取的教与学和评估策略似乎与促进该学科的思维和实践方式大致一致。对学生的反馈质量似乎也很关键，但需要从各种因素的相互作用的角度来理解，包括内在和外在反馈的机会。最后，在本科学习的最后几年，学生们需要进行一个重要的调整过程，以适应学习要求的逐步变化。
Findings are presented from an ongoing study of three final-year, honours-level course units in the biosciences with a combined intake of 85 students. The data on which the analysis draws comprise semi-structured interviews with students together with findings from an Experiences of Teaching and Learning Questionnaire. The investigation forms part of a wider project concerned with the enhancement of teaching–learning environments in undergraduate courses in contrasting subject areas. The findings presented in the paper focus on two interrelated aspects of the students’ experiences within the teaching–learning environments represented by the three course settings. First, salient aspects of high-quality undergraduate-level learning are identified in the form of the students’ evolving grasp of characteristic ways of thinking and practising in the subject. These ways of thinking and practising in the biosciences were evident in the students’ engagement with the research literature and with experimental data, and in their efforts to master the requirements and conventions of the subject for written and oral discourse. The second part of the analyses focuses on the teaching–learning environments represented by the three course settings. It was found that, despite taking markedly different forms in the three settings, the teaching–learning and assessment strategies pursued appeared to be broadly congruent with the promotion of ways of thinking and practising in the subject. The quality of feedback to students also seemed pivotal, but needed to be understood in terms of the interplay of various factors, including opportunities for intrinsic as well as extrinsic feedback. Finally, the later years of undergraduate studies had called for a significant process of adjustment on the students’ part to a step-change in study demands.