Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.
Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.
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DOI：
10.1187/cbe.16-06-0181
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
DeChenne-Peters SE
中科院分区：
文献类型：
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作者：
Cleveland LM;Olimpo JT;DeChenne-Peters SE
本研究探讨不同的主动学习策略的影响图形组织者和点击为基础的案例研究相比，在生物学导论课程。数据揭示了这些策略对学生生物学概念理解、态度和动机的不同影响。为了响应本科生物学教育改革的号召，我们进行了一项研究，探讨不同的主动学习策略如何影响学生的概念理解，态度和动机，在两个部分的大型讲座介绍细胞和分子生物学课程。使用准实验设计，我们收集了定量数据，以比较参与者的概念理解，态度和动机在生物科学在两种情况下，采用不同的主动学习策略，并促进了独特的教师。学生参加了图形组织者/工作表活动或基于点击的案例研究。在控制了人口统计学和学前情感差异后，我们发现，学生在两个积极的学习环境中表现出相似的和显着的学习收益。在态度和动机数据方面，观察到两个态度措施的显着差异。具体来说，那些参加了图形组织者/工作表活动的学生表现出更多的专家般的态度，他们享受生物学和能力，使现实世界的连接。然而，所有的动机和大多数的态度数据没有显着差异的学生在两种学习环境。这些数据强化了主动学习与概念转变相关的概念，并表明需要更多的研究来研究不同的主动学习策略对学生在该领域的态度和动机的不同影响。
This study examines the impact of different active-learning strategies—graphic organizers and worksheets compared with clicker-based case studies—in an introductory biology course. Data reveal the differential effects of these strategies on students’ conceptual understanding, attitudes, and motivation in biology. In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students’ conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants’ conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students’ attitudes and motivation in the domain.