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

这个项目开发和评估了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必备知识的理解，并将这种理解整合到获得的新知识中。这两种干预措施是：(1)复习必备材料的课前活动；(2)结合新材料和复习材料的面向过程的引导性探究案例研究，以加强对必备知识的理解和整合新知识。认知神经科学和科学教育研究表明，学生只记住了课堂上展示的材料的不到一半。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。这两项促进学生学习和批判性思维的干预措施是按顺序实施的，因此可以确定它们各自的效果。它们的效果将通过对先决条件概念、单元考试中嵌入的概念性问题以及学生对理解的自我评估的调查来评估。长期留任将在一年后举行的全面考试中进行评估。这项工作影响了教育交付战略，包括教科书组织和课堂交付方法。

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.