Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes
Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes
复制标题
DOI：
10.1002/bmb.2005.49403306387
复制
发表时间：
2005-11-01
影响因子：
1.4
通讯作者：
Osgood, MP
中科院分区：
文献类型：
--
作者：
Anderson, WL;Mitchell, SM;Osgood, MP
学生的表现在两个不同的介绍生物化学课程进行比较的基础上，标准化测试的学生内容的知识，解决问题的能力，和学生的意见的课程。一个课程被用于四个传统的，以讲座为基础的类（n = 381名学生），而第二个课程被用于两个合作学习类（n = 39名学生）。合作学习班的学生不仅在内容知识的标准化测试、批判性思维和问题解决任务中表现出高于同龄人的水平（p < 0.05），而且对自己的学习体验也更加积极。测试数据是在对比的医学院校的文献中的学生在基于问题的学习（PBL）课程，这表明对学生考试成绩的课程格式的影响不大的表现。这种改善的原因无疑是多方面的。我们认为，在这项研究中，学生的表现的提高是有关：1）使用同伴教育助理，2）一个真实的PBL格式，和3）在课程设计中的多情境学习环境的应用。虽然教育上的成功，合作学习班在这项研究中所描述的资源过于密集，继续，但是，我们正在探索纳入一些“高背景”方面的小团体的互动到我们目前的讲座为基础的课程，除了在线PBL的情况。
Student performance in two different introductory biochemistry curricula are compared based on standardized testing of student content knowledge, problem-solving skills, and student opinions about the courses. One curriculum was used in four traditional, lecture-based classes (n = 381 students), whereas the second curriculum was used in two cooperative learning classes (n = 39 students). Students in the cooperative learning classes not only performed at a level above their peers in standardized testing of content knowledge and in critical thinking and problem-solving tasks (p < 0.05), but they also were more positive about their learning experience. The testing data are in contrast to much of the medical school literature on the performance of students in problem-based learning (PBL) curricula, which shows little effect of the curricular format on student exam scores. The reason for the improvement is undoubtedly multifactorial. We argue that the enhancement of student performance in this study is related to: 1) the use of peer educational assistants, 2) an authentic PBL format, and 3) the application of a multicontextual learning environment in the curricular design. Though educationally successful, the cooperative learning classes as described in this study were too resource intensive to continue; however, we are exploring incorporation of some of the "high context" aspects of the small-group interactions into our current lecture-based course with the addition of on-line PBL cases.