Prescribed active learning increases performance in introductory biology.
Prescribed active learning increases performance in introductory biology.
复制标题
DOI：
10.1187/cbe.06-09-0194
复制
发表时间：
2007-01-01
期刊：
影响因子：
--
通讯作者：
Wenderoth, Mary Pat
中科院分区：
文献类型：
--
作者：
Freeman, Scott;O'Connor, Eileen;Wenderoth, Mary Pat
我们测试了五种课程设计，它们在每日和每周主动学习练习的结构上各不相同，试图降低生物学专业入门课程传统上的高不及格率。学生每天都要做多项选择题，并用电子应答装置（点击器）或卡片回答。卡片回答未分级；点击者的回答根据正确/错误答案或参与程度进行评分。每周的练习考试作为个人或作为学习小组的一部分完成。与以前由同一位老师教授的相同课程的版本相比，参加新课程设计的学生表现得更好：不合格率明显降低，考试总分更高，在相同的期中考试中得分也更高。点击器部分的出勤率高于卡片部分；出勤率与课程成绩呈正相关。如果学生们的答案是对是错，而不是参与，那么他们在点击题上的表现会更好，尽管这种改善并没有转化为考试分数的提高。在这门课程中，当学生通过规定的（分级的）主动学习练习进行定期练习时，成绩会提高。
We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.