Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology
Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology
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DOI：
10.1187/cbe.09-03-0025
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发表时间：
2009-09-01
影响因子：
3.7
通讯作者：
Weiss, Martha
中科院分区：
文献类型：
--
作者：
Armbruster, Peter;Patel, Maya;Weiss, Martha
我们描述了一种教学设计的开发和实施，该设计专注于将多种形式的主动学习和以学生为中心的教学引入为期一学期的本科生生物学入门课程，无论是专业还是非专业。我们的课程重新设计包括三个主要元素：1)重新安排课程内容的呈现，试图在广泛的概念主题的背景下教授特定的内容；2)在每堂课中融入主动和以问题为基础的学习；3)采用策略来创造一个更以学生为中心的学习环境。对我们的教学设计的评估包括一项学生调查和三年期末考试成绩的比较-在我们的课程重新设计实施之前的一年(2006年)和连续两年的实施期间(2007和2008)。课程结构调整显著提高了学生自我报告的参与度和满意度，并提高了学业成绩。我们讨论课程结构调整的成功和持续的挑战，并考虑与体制变革相关的问题。
We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented ( 2006) and during two successive years of implementation ( 2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.