Learning transferable skills in large lecture halls: Implementing a POGIL approach in biochemistry
Learning transferable skills in large lecture halls: Implementing a POGIL approach in biochemistry
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DOI：
10.1002/bmb.20556
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发表时间：
2012-01-01
影响因子：
1.4
通讯作者：
Loertscher, Jennifer
中科院分区：
文献类型：
--
作者：
Bailey, Cheryl P.;Minderhout, Vicky;Loertscher, Jennifer
随着基于研究的主动学习方法在生物化学课堂上变得越来越普遍，大型讲座课程仍然是最具挑战性的转变。在这里，我们提供了一个案例研究，展示了如何在传统演讲厅教授的大班中实施面向过程的引导探究学习（POGIL）。详细描述了课程结构和支持学生学习和鼓励参与的多种策略。因此，这个案例研究可以作为其他希望将自己的课程从讲座转变为更加以学生为中心的形式的人的模型。学生对课程形式的反馈非常积极，初步评估数据表明学生在几个重要领域的学习收获。生物化学和分子生物学教育，2012
As research-based, active learning approaches become more common in biochemistry classrooms, the large lecture course remains the most challenging to transform. Here, we provide a case study demonstrating how process oriented guided inquiry learning (POGIL) can be implemented in a large class taught in a traditional lecture hall. Course structure and multiple strategies to support student learning and encourage engagement are described in detail. Therefore, this case study could act as a model for others wishing to transform their own courses from lecture to a more student-centered format. Student feedback about the course format was overwhelmingly positive and preliminary assessment data demonstrated student learning gains in several important areas. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, 2012