Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement
Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement
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DOI：
10.1187/cbe.10-02-0011
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发表时间：
2010-12-01
影响因子：
3.7
通讯作者：
Ebert-May, Diane
中科院分区：
文献类型：
--
作者：
Derting, Terry L.;Ebert-May, Diane
我们确定了修订后的生物入门课程的短期和长期相关性，该课程将生物学理解为一个探究和学习内容的过程。在最初的课程中，学生们完成了两门传统的以讲座为基础的入门课程。在修订后的课程中，学生们完成了两门以学习者为中心、以探究为基础的新课程。新课程与原来的课程有很大的不同，强调批判性思维、合作工作和/或基于探究的活动。进行评估，以比较学生对两门课程中生物科学过程和内容知识的理解。与完成原始课程的高年级学生相比，完成修订课程的高年级学生对生物科学调查的看法有更高的水平。同样作为高年级学生，完成修订课程的学生在标准化生物学野外测试中的得分更高。我们的结果表明，在生物课程的早期，以学生为中心的强烈的探究式学习体验与学习的长期改善有关。我们认为，学生在新课程中学会了学习科学，这反过来又影响了他们在后续课程中的学习。需要确定以学习者为中心的探究式教学的因果效应的研究，而不是相关关系的研究，以检验我们提出的解释。
We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation.