The use of contextual learning to teach biochemistry to dietetic students
The use of contextual learning to teach biochemistry to dietetic students
复制标题
利用情境学习向营养学学生教授生物化学
DOI：
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发表时间：
2009
影响因子：
1.4
通讯作者：
K. Walker
中科院分区：
文献类型：
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作者：
J. Macaulay;M. V. Damme;K. Walker
本文介绍了在四年制本科学位（营养与饮食学学士）专业培训的第二年，如何使用情境化和“混合”学习向营养学学生教授生物化学。情境化内容用于吸引学生并激励他们学习生物化学，许多人认为这是一门“难”的学科。通过问题解决练习、案例研究以及在实验室课堂上使用虚拟科目来呈现情境化学习，通过与后来的临床实践高度相关的现实生活情境引入内容材料。 “混合”课程中的内容以多种不同的方式呈现（在线、CD、小/大团体面对面以及辅导/讲座/实验室课程），通过提供一系列适合不同学生学习风格的学习方式，进一步增强了情境化学习。在线和 CD 材料还允许学生通过各种评估形式的互动测验对学习进度进行自我评估，其中反馈通常是即时的。学生对这门生物化学课程的反应是积极的，89% 的学生认为它可以刺激智力。
This article describes the use of contextualized and “blended” learning to teach biochemistry to dietetic students during the second year of their professional training in a 4‐year undergraduate degree (Bachelor of Nutrition and Dietetics). Contextualized content was used to engage students and motivate them to learn biochemistry, which many perceived as a “hard” subject. Contextualized learning presented via problem solving exercises, case‐studies, and by the use of virtual subjects in laboratory class introduced content material through real life situations highly relevant to their later clinical practice. A “blended” curriculum where content was presented in a number of different modalities (on‐line, on CD, or face‐to‐face in small/large groups and in tutorials/lectures/laboratory class) further enhanced contextualized learning by providing a range of learning modalities catering to different student learning styles. The on‐line and CD material also allowed student self‐assessment of learning progress through interactive quizzes in varied assessment formats, where feedback was often immediate. Student responses to this biochemistry course have been positive with 89% finding it intellectually stimulating.