Mediating Students' Fixation with Grades in an Inquiry-Based Undergraduate Biology Course
Mediating Students' Fixation with Grades in an Inquiry-Based Undergraduate Biology Course
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DOI：
10.1007/s11191-020-00161-3
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发表时间：
2020-09-29
影响因子：
2.8
通讯作者：
Gerken, Sarah
中科院分区：
文献类型：
--
作者：
DeFeo, Dayna Jean;Tran, Trang C.;Gerken, Sarah
本文分析了焦点小组数据，以探究学生对一门基于探究的本科生物学课程的看法。尽管该课程旨在通过纳入不确定性、同行评议和自我反思来模拟科学过程，但学生来上课时一心想着拿A，并且已经形成了一套说教式教学和被动学习的模式。他们将学习体验的自主性和自我导向性视为对其成绩的威胁，并采取了保护成绩和自尊的策略，但这些策略对学习有害。学生能够认识到基于探究的方法的优点；然而，他们明确表示：他们把成绩放在首位，如果他们认为一种不熟悉的教学法会危及他们的成绩，他们就不愿意相信这种教学法。在自我调节学习的框架下，讨论了如何为学生搭建支架，使其将学习置于成绩之上。
The paper analyzes focus group data to explore student perceptions of an inquiry-based undergraduate biology course. Though the course was designed to mimic the scientific process by incorporating uncertainty, peer review, and self-reflection, students came to class focused on getting As and with a developed schema for didactic instruction and passive learning. They perceived the autonomy and self-directedness of the learning experience as a threat to their grades, and responded with strategies that protected their grades and ego, but were deleterious to learning. Students could identify merits of the inquiry-based approach; however, they made clear: they prioritized grades, and were unwilling to trust an unfamiliar pedagogy if they perceived it jeopardized their grades. In the framework of self-regulated learning, the discussion considers how to scaffold students to foreground learning over achievement.