An experimental test of an extended discretion laboratory approach for university general biology
An experimental test of an extended discretion laboratory approach for university general biology
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大学普通生物学扩展自由裁量实验室方法的实验测试
DOI：
10.1002/tea.3660260108
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发表时间：
1989
影响因子：
4.6
通讯作者：
W. H. Leonard
中科院分区：
文献类型：
--
作者：
W. H. Leonard
这是一项实验，旨在测试扩展自由裁量式实验室教学法(ED)和引导式探究教学法(GI)在大学生物教学中的作用。此前，它被发现在高中环境下很有成效。与引导式探究方法相比，这种方法为学生提供的具体程序要少得多，而且需要相对较高的独立性。469名学习大学导论生物学的学生被随机分配到使用ED学习方法或一种被称为指导性探究的方法，为期一学期。采取了三项措施来验证教学治疗是否遵循这两种方法。所有这些都表明ED和GI方法在业务定义所预测的方向上存在质和量上的差异。标准变量是(1)学生在实验室多项选择考试中的分数，(2)学生在实验室报告中的分数，以及(3)学生在本学期所给出的六次实验室测验中的分数。唯一显示出组之间显著差异的标准变量(实验室报告分数)也显示了组与教师之间的显著交互作用。因此，对于所有标准变量来说，没有差异的假设都是没有被拒绝的。由于与引导式探究方法相比，教育方法在理解生物实验室概念方面似乎产生了同等的学习收益，因此这种方法仍然应该被考虑用于实验室教学，因为它声称除了传统的实验室概念发展之外，它还旨在训练在教学过程中酌情使用资源。
This was an experiment to test the extended discretion laboratory approach (ED) versus a guided-inquiry (GI) approach for teaching biology in a university setting. It had previously been found productive in a high-school setting. The approach provides considerably less specific procedure for the students to follow than did a guided-inquiry approach and required relatively high independence. Four hundred sixty-nine students taking university introductory biology were randomly assigned to using either the ED learning approach or one characterized as guided inquiry for one semester. Three measures were taken to verify that instructional treatments followed the two approaches. All indicated qualitative and quantitative differences between ED and GI approaches in the direction predicted by the operational definitions. The criterion variables were (1) student scores on a multiple-choice laboratory exam, (2) student scores on laboratory reports, and (3) student scores on six laboratory quizzes given during the semester. The only criterion variable which showed significant differences between groups (laboratory-report scores) also showed significant group-by-instructor interaction. The hypothesis of no difference therefore stood unrejected for all criterion variables. Since the ED approach appears to produce equivalent learning gains in understanding of biology laboratory concepts compared to a guided-inquiry approach, this approach should still be considered for laboratory teaching, because it purports to train for discretionary use of resources during instruction in addition to the conventional development of laboratory concepts.