Redesigning a large-enrollment introductory biology course.
Redesigning a large-enrollment introductory biology course.
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DOI：
10.1187/cbe.10-10-0129
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Lock J
中科院分区：
文献类型：
--
作者：
Ueckert C;Adams A;Lock J
采用行动研究模型，生物学教师检验、实施和评估了以学习者为中心的教学策略，以达到提高生物入门课程bio181：生命的统一I的学生成绩水平的目标，该课程的特点是高入学率和高DFW率。结果包括创建和实施生物内容知识和态度评估工具，制定和实施共同教学大纲，修改课程以纳入以学习者为中心的教学策略，以及收集和分析数据以评估修改的成功。重新设计的课程带来了更大的学生成功，通过成绩（减少了%DFW和增加了%AB）以及课程评估工具的成就来衡量。此外，重新设计的课程提高了学生的满意度和不同部分之间的一致性。这些发现对学生和学校都有重要的意义，因为明显较低的DFW率意味着更少的学生必须重新参加课程。
Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and increased %AB) as well as by achievement in the course assessment tool. In addition, the redesigned course led to increased student satisfaction and greater consistency among different sections. These findings have important implications for both students and institutions, as the significantly lower DFW rate means that fewer students have to retake the course.
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影响因子：
0.9
作者：
Rebello, NS;Zollman, DA
通讯作者：
Zollman, DA
影响因子：
0.5
作者：
Belzer, S;Miller, M;Shoemake, S
通讯作者：
Shoemake, S
DOI：
10.1187/cbe.06-09-0194
发表时间：
2007-01-01
期刊：
CBE life sciences education
影响因子：
--
作者：
Freeman, Scott;O'Connor, Eileen;Wenderoth, Mary Pat
通讯作者：
Wenderoth, Mary Pat
影响因子：
0.9
作者：
MCDERMOTT, LC
通讯作者：
MCDERMOTT, LC
影响因子：
4.2
作者：
Newman-Ford, Loretta;Fitzgibbon, Karen;Thomas, Stephen
通讯作者：
Thomas, Stephen