Implementation of a Peer-Led Team Learning Instructional Approach in an Undergraduate Organic Chemistry Course.
Implementation of a Peer-Led Team Learning Instructional Approach in an Undergraduate Organic Chemistry Course.
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在本科有机化学课程中实施同伴主导的团队学习教学方法。
DOI：
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发表时间：
2002
期刊：
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通讯作者：
J. Kampmeier
中科院分区：
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作者：
L. T. Tien;Vicki Roth;J. Kampmeier
本研究的重点是对本科有机化学课程的所有学生实施同伴主导的团队学习 (PLTL) 教学方法，并对 8 年多的学生成绩进行评估。将 1996-1999 年经历过以学生为中心的教学并由同伴领导者进行小组活动的学生（治疗组）与 1992-1994 年经历过传统背诵部分（对照）的学生进行比较。定量和定性数据显示，学生的成绩、保留率和对课程的态度在统计上有显着改善。这些发现表明，利用本科生领导者实施建立在社会建构主义基础上的同伴主导的团队学习模式是影响本科生科学课程变革的可行机制。 2002 Wiley periodicals Inc. J Res Sci Teach 39: 606-632, 2002 各种科学委员会建议课堂应纳入小组活动，因为它影响学生的学习方式并加强科学事业的协作性质（美国科学促进会，1989 年；国家研究委员会，1996 年，1999 年；国家科学基金会，1996 年）。这种对以学生为中心的教学的强调标志着传统以教师为中心范式的转变，传统的以教师为中心的范式为学生提供了很少的机会积极参与学习过程。相比之下，以小组形式工作的学生有机会在学习者社区中协商意义并构建概念性理解（Brown & Campione, 1994; Driver, Asoko, Leach, Mortimer, & Scott, 1994）。小组教学方法已在本科科学、数学、工程和技术 (SMET) 教育中得到实施（例如，Brown & Blackburn，1999；
This study focuses on the implementation of a peer-led team learning (PLTL) instructional approach for all students in an undergraduate organic chemistry course and the evaluation of student outcomes over 8 years. Students who experienced the student-centered instruction and worked in small groups facilitated by a peer leader (treatment) in 1996-1999 were compared with students who experienced the traditional recitation section (control) in 1992-1994. Quantitative and qualitative data show statistically significant improvements in student performance, retention, and attitudes about the course. These findings suggest that using undergraduate leaders to implement a peer-led team learning model that is built on a social constructivist foundation is a workable mechanism for effecting change in undergraduate science courses. 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 606-632, 2002 Various science councils advise that the classroom should incorporate group activity because it influences how students learn and reinforces the collaborative nature of the scientific enterprise (American Association for the Advancement of Science, 1989; National Research Council, 1996, 1999; National Science Foundation, 1996). This emphasis on student-centered instruction marks a shift from the traditional instructor-centered paradigm, which provides few opportunities for students to become actively engaged in the learning process. In contrast, students working in small groups have opportunities to negotiate meaning and construct conceptual understanding in a community of learners (Brown & Campione, 1994; Driver, Asoko, Leach, Mortimer, & Scott, 1994). Small-group instructional methods have been implemented in undergraduate science, mathematics, engineering, and technology (SMET) education (e.g., Brown & Blackburn, 1999;