Fostering Remembering: Enhancing Student Retention of Prerequisite Knowledge through Preclass Activities and Process Oriented Guided Inquiry Integrated Case Studies

促进记忆：通过课前活动和面向过程的引导式探究综合案例研究，增强学生对必备知识的保留

• 批准号: 1140711
• 负责人: Ann Taylor
• 金额: $ 12.79万
• 依托单位: Wabash College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-02-01 至 2016-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1140711&HistoricalAwards=false
• 关键词: Fostering; Remembering; Enhancing; Student; Retention

This project develops and evaluates the effectiveness of two interventions on strengthening student understanding of prerequisite knowledge required for learning biochemistry and integrating this understanding into new knowledge gained. The two interventions are: (1) pre-class activities that review prerequisite material and (2) process-oriented guided inquiry case studies that incorporate both new and review materials to strengthen the understanding of prerequisite knowledge and to integrate new knowledge. Cognitive neuroscience and science education studies demonstrate that students retain less than half of the material presented in class. Developments in learning theory show that regularly recalling previously learned concepts reinforces connections and conceptual understanding. These two interventions to enhance student learning and critical thinking are implemented sequentially so that their separate effects can be determined. Their effects will be evaluated through pre- and post-testing of prerequisite concepts, conceptual questions embedded on unit exams, and surveys of students' self-evaluation of understanding. Long term retention is assessed on comprehensive exams given a year later. This work impacts educational delivery strategies, including textbook organization and classroom delivery methods.

该项目开发和评估两种干预措施的有效性，以加强学生对学习生物化学所需的先决知识的理解，并将这种理解融入所获得的新知识。 这两项干预措施是：（1）课前活动，复习必备材料和（2）过程导向的引导探究案例研究，结合新材料和复习材料，以加强对必备知识的理解，并整合新知识。 认知神经科学和科学教育研究表明，学生在课堂上保留不到一半的材料。学习理论的发展表明，定期回忆以前学过的概念可以加强联系和概念理解。 这两种干预措施，以提高学生的学习和批判性思维的顺序实施，使其单独的效果可以确定。其效果将通过对先决概念的前后测试、单元考试中的概念问题以及学生对理解的自我评价调查来评估。一年后的综合考试评估长期保留。这项工作影响教育交付战略，包括教科书组织和课堂交付方法。