Virtual Lab Demonstrations Improve Students' Mastery of Basic Biology Laboratory Techniques
Virtual Lab Demonstrations Improve Students' Mastery of Basic Biology Laboratory Techniques
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DOI：
10.1128/jmbe.v10.99
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发表时间：
2009-05-01
影响因子：
1.9
通讯作者：
Pearlman, Rebecca S.
中科院分区：
文献类型：
--
作者：
Maldarelli, Grace A.;Hartmann, Erica M.;Pearlman, Rebecca S.
生物实验室课程旨在通过体验式学习来教授概念和技术。从未执行过技术的学生必须通过该过程进行指导，这通常很难在多个实验室部分中实现标准化。实验程序的可视化演示是教学法的关键要素。该研究的主要目标是创建解释和演示各种实验室技术的视频，这些技术将作为本科生和研究生实验室课程的教学工具，并评估这些视频对学生学习的影响。对单个实验室程序的演示进行录像，然后使用iMovie进行编辑。视频的叙述是用Audacity编辑的。在筛选之前和之后，对本科生进行了匿名调查，以通过完成两项参与者感知指标调查来评估视频对学生实验室表现的影响。共有203名和171名学生分别完成了前测和后测调查。进行统计分析，以比较学生的知识，信心和经验的实验室技术之前和之后观看视频的看法。记录了11次示威。卡方分析显示，在观看视频后，报告增加了对实验室技术的知识、信心和经验的学生人数显著增加。将教学视频作为实验前练习纳入有可能使技术标准化并促进成功的实验结果。
Biology laboratory classes are designed to teach concepts and techniques through experiential learning. Students who have never performed a technique must be guided through the process, which is often difficult to standardize across multiple lab sections. Visual demonstration of laboratory procedures is a key element in teaching pedagogy. The main goals of the study were to create videos explaining and demonstrating a variety of lab techniques that would serve as teaching tools for undergraduate and graduate lab courses and to assess the impact of these videos on student learning. Demonstrations of individual laboratory procedures were videotaped and then edited with iMovie. Narration for the videos was edited with Audacity. Undergraduate students were surveyed anonymously prior to and following screening to assess the impact of the videos on student lab performance by completion of two Participant Perception Indicator surveys. A total of 203 and 171 students completed the pre- and posttesting surveys, respectively. Statistical analyses were performed to compare student perceptions of knowledge of, confidence in, and experience with the lab techniques before and after viewing the videos. Eleven demonstrations were recorded. Chi-square analysis revealed a significant increase in the number of students reporting increased knowledge of, confidence in, and experience with the lab techniques after viewing the videos. Incorporation of instructional videos as prelaboratory exercises has the potential to standardize techniques and to promote successful experimental outcomes.