LBL结合PBL在物理诊断教学过程中的初步探索

目的:比较传统教学模式和问题教学法及二者结合教学法的不同优劣势,找出物理诊断学最佳教学方法。传统教学模式采用授课为主的教学法(lecture based learning,LBL),单单强调了教师的重要性,而忽视学生的主观能动性,不利于调动和培养学生自学和灵活运用所学知识的能力。问题教学法(Problem-based learning,PBL),其强调学生自身的主观能动性,弱化了教师在教学中的主体地位,学生有偏离教学主线的风险。因而如果将LBL与PBL有机结合在一起,将可能有利于提高学生的学习效率和学习效果。方法:选取97名全科医学本科学员,在物理诊断课程教学过程中,采用完全随机的方法分为2组,采用LBL教学方法组48人,采用LBL结合PBL教学方法组49人,通过分别对理论、实践分层打分,确定优秀、合格、不合格的比率,采用Mann-Whitney U检验最终评定2组教学方法的授课效果。结果:在理论考试中,2组学员在优秀、合格、不合格的分层评定上均无明显差异(P0.05),而在实践考核中,LBL+PBL组学员成绩在优秀这一分层评定中,优于LBL组,差异具有统计学意义(P0.05)。结论:LBL和PBL教学方法结合应用于物理诊断教学中,符合物理诊断教学的特点,更容易被学生接受,对于知识的识记和应用更有好处,从而更利于培养高素质医学人才,值得在物理诊断教学中进一步推广。     

Butterflies & wild bees: biology teachers’ PCK development through citizen science*

Citizen science is a rapidly growing emerging field in science and it is gaining importance in education. Therefore, this study was conducted to document the pedagogical content knowledge (PCK) of biology teachers who participated in a citizen science project involving observation of wild bees and identification of butterflies. In this paper, knowledge about how these biological methods can be taught to students is presented. After two years in the project, four teachers were interviewed and their PCK was captured in the form of content representations (CoRes) and Pedagogical and Professional-Experience Repertoires (PaP-eRs). These results can help future citizen science projects to link their activities to the school curriculum. But not only success can be reported: although one of the project team’s aims was to make the Nature of Science accessible to the teachers and students in the course of the project, the teachers did not take this aspect into account. This paper discusses the possible reasons and proposes various strategies for improving citizen science in the context of school biology learning.     

Implementing team‐based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course

Team‐Based Learning (TBL) is a pedagogical tool that has great potential to develop student engagement, accountability, and equity in the online classroom. TBL is rooted in evidence‐based educational theories and practices that underlie many active learning approaches such as self‐testing, team discussion, and application of knowledge. The use of these approaches is associated with better student performance, retention, and sense of belonging in the classroom, aspects that are often reported to be especially lacking in online courses. Here, we describe how we implemented TBL in a face‐to‐face and an online introductory level evolution and biodiversity course. We implemented TBL in the face‐to‐face course (~200 students) starting in 2018 and in the online course (~30 students) starting in the summer of 2019. We used several online applications to facilitate the transition to an online platform such as Simbio, Slack, VoiceThread, Articulate 360, and Teammates. Our experiences using TBL approaches in the online course have been rewarding, and students are engaged and accountable for their learning and performed well in the course. Our goal is to provide an example of how we designed a life science course using TBL approaches and transitioned the course to an online environment. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students’ online learning experience.     

PBL 与LBL 教学法在胸外科临床教学中的对比研究

目的:对比研究以问题为中心教学法(PBL)与基于课堂的学习(LBL)即传统教学法在胸外科临床教学中教学的效果.方法:随机抽取临床专业学生100名,随机分为LBL教学组及LBL教学组各50人.在学习结束时,采用闭卷考试的形式进行成绩考核;同时采用不记名问卷调查,进行两种教学效果和教学模式的评价.结果:共纳入99例学生,分析显示PBL教学法与LBL教学法对医学生相关知识的掌握有影响.PBL教学法的教学模式在理论成绩与实践考核等方面优于传统教学法.结论:采用PBL教学法有助于提高学生的自主临床思维、提高学生的学习积极性,最终可以有效提高学习效果.     

Education for sustainability in higher education: a multiple-case study of three courses

Education for sustainability (EfS) in higher education is an emerging specialisation within the general field of EfS. EfS encompasses cognitive, affective and behavioural aspects, and aims at enhancing a variety of learning outcomes in these domains and reaching students from all programmes. One of the main challenges for higher education educators is to design courses in a way that will effectively promote the various learning outcomes of EfS. A central question is how sustainability should be integrated into the curriculum; which topics should be taught and which pedagogies ought to be applied to improve students’ knowledge, skills and motivation to promote sustainable living. The present study aimed to contribute to the knowledge about students’ learning outcomes yielded by different designs of EfS courses. This multiple-case study of three courses used a mixed-methods design. For each course, we identified its characteristics and analysed students’ self-reported learning outcomes. We found that: (1) a course with a higher degree of participatory learning, employing a system approach, promoted the highest and most varied learning outcomes; (2) the lecture-based course yielded the fewest learning outcomes; and (3) field trips promoted learning outcomes only when accompanied by more advanced pedagogies.     

联合PBL和TBL教学法在胸外科临床实习教学中的应用研究

目的:通过实践教学、问卷调查和闭卷考试等方法探索以问题为中心教学法(PBL)与以小组为中心教学法(TBL)应用于胸外科临床实习教学的效果。方法:组织2013年2月至2014年2月期间在第四军医大学唐都医院实习的五年制临床医学专业学生共180人,其中教学改革组与传统教学组各90人,将所有学生随机分为12批,每批15人,每批学生的性别及入学成绩均无统计学差异,所有学生分批到胸腔外科实习。在学习结束时,采用不记名问卷调查和闭卷考试的形式,进行临床思维能力和教学效果的评价。结果:结果显示教学改革组的临床思维能力优于传统教学组,且教学改革组的教学效果也更受支持。结论:采用联合PBL和TBL的双轨教学法有助于提高学生的临床思维能力,可有效提高学习效果。     

TBL教学在胸外科临床实习教学中的应用研究

目的:探讨TBL教学法在胸外科实习教学中的应用价值。方法:将40名五年制学生随机分为TBL组和LBL组,分别采用TBL和LBL教学方法进行胸外科临床实习教学,实习结束出科时采用理论考试和操作考核的方法,进行教学评估。结果:TBL组学生理论考试平均成绩为88.6±2.5分,LBL组学生理论考试平均成绩为83.2±3.6分,TBL组理论成绩优于LBL组,差异有统计学意义。TBL组学生操作考核平均成绩为90.0±3.0分,LBL组学生操作考核平均成绩为85.0±4.0分,TBL组操作考核成绩优于LBL组,差异有统计学意义。结论:TBL教学模式较传统方法明显增加了学生的学习动力、团队协作能力,有助于培养学生临床思维,更适合胸外科临床实习教学。     

Budding biology teachers: what have botanical gardens got to offer inquiry learning

Teachers conceptualise inquiry learning in science learning differently. This is particularly evident when teachers are introduced to inquiry pedagogy within a new context. This exploratory study draws on semi-structured interviews conducted with eight pre-service secondary biology teachers following a day visit with university tutors to the Royal Botanical Gardens, Kew. Emerging findings were: first, pre-service biology teachers’ views of inquiry learning range in sophistication from simple notions of ‘learning from doing’ to complex multi-notions such as student generated questions, developing curiosity and encouraging authentic scientific practices. Second, similarly their views of inquiry learning opportunities in botanical gardens ranged from simply places that offered ‘memorable experiences’ to enabling autonomous learning due to the organism diversity and multiple climates. Pre-service teachers categorised as having unsophisticated views of inquiry learning had limited expectations of botanical gardens as productive learning environments. Third, the majority of pre-service teachers were concerned about managing inquiry learning. A tension was identified between how open-ended an inquiry activity could be whilst ensuring student focus. Further, participants were concerned about the practical management of inquiry learning. We discuss implications for teacher educators and botanical garden educators and the requirement for curriculum development and promotion.     

Enhancing Elementary Students’ Experiences Learning about Circuits Using an Exploration–Explanation Instructional Sequence

Using an exploration–explanation sequence of science instruction helps teachers unveil students’ prior knowledge about circuits and engage them in minds-on science learning. In these lessons, fourth grade students make predictions and test their ideas about circuits in series through hands-on investigations. The teacher helps students make connections between their hands-on experiences collecting data and new terms. This lesson shows how teachers can incorporate formative assessments such as checkpoints, self tests, and exit slips into the explanation phase of instruction so students can evaluate and self-monitor their understanding of circuits in series. These activities meet the National Science Education Standards for active, student-center learning environments that cultivate the critical thinking skills necessary to learn science.     

组织学与胚胎学课程应用TBL教学的初步探索

以团队为基础的学习(team based learning,TBL)教学是在以问题为基础的学习(problembased learning,PBL)教学基础上改革创新的一种新型教学模式,与传统的以教师为主体的教学模式存在着较大的差异,强调学生之间的团队合作。在运用TBL的过程中,我们发现该模式既明显提高了学生的学习积极性、主动性和团队合作精神,但同时也暴露了一些不足之处。针对这些不足,我们提出了一些可能的解决方案。这些经验和教训可为今后TBL模式在组织学与胚胎学教学中的应用提供有益的借鉴。     

Modified Team-Based Learning in an Ophthalmology Clerkship in China

ObjectiveTeam-based learning (TBL) is an increasingly popular teaching method in medical education. However, TBL hasn’t been well-studied in the ophthalmology clerkship context. This study was to examine the impact of modified TBL in such context and to assess the student evaluations of TBL.MethodsNinety-nine students of an 8-year clinical medicine program from Zhongshan Ophthalmic Centre, Sun Yat-sen University, were randomly divided into four sequential units and assigned to six teams with the same faculty. The one-week ophthalmology clerkship module included traditional lectures, gross anatomy and a TBL module. The effects of the TBL module on student performance were measured by the Individual Readiness Assurance Test (IRAT), the Group Readiness Assurance Test (GRAT), the Group Application Problem (GAP) and final examination scores (FESs). Students’ evaluations of TBL were measured by a 16-item questionnaire. IRAT and GRAT scores were compared using a paired t-test. One-way analysis of variance (ANOVA) and subgroup analysis compared the effects among quartiles that were stratified by the Basic Ophthalmology Levels (BOLs). The BOLs were evaluated before the ophthalmology clerkship.ResultsIn TBL classes, the GRAT scores were significantly higher than the IRAT scores in both the full example and the BOL-stratified groups. It highlighted the advantages of TBL compared to the individual learning. Quartile-stratified ANOVA comparisons showed significant differences at FES scores (P < 0.01). In terms to IRAT, GRAT and GAP scores, there was no significant result. Moreover, IRAT scores only significantly differed between the first and fourth groups. The FES scores of the first three groups are significantly higher than the fourth group. Gender-specific differences were significant in FES but not the IRAT. Overall, 57.65% of student respondents agreed that TBL was helpful. Male students tended to rate TBL higher than female students.ConclusionThe application of modified TBL to the ophthalmology clerkship curriculum improved students’ performance and increased students’ engagement and satisfaction. TBL should be further optimized and developed to enhance the educational outcomes among multi-BOLs medical students.     

PBL和TBL的双轨教学法在胸外科专业学位研究生教学中的应用

目的:研究PBL联合TBL的双轨教学法在胸外科专业学位研究生教学中的应用。方法:选取进入我院进入科室进行临床工作的硕士研究生及博士研究生共60人,随机分为教学改革组与传统教学组,每组30人,教学改革组采用PBL联合TBL教学法。在为期1年时间结束后,分别采用闭卷考试、小组成员互评及导师对学员的评价等多种评价模式比较教学改革组与传统教学组的学习效果。同时还采用闭卷考试与问卷调查方式评价教学效果。结果:教学改革组客观成绩与学习效果即出科考试成绩、增设考试成绩与对专业知识掌握程度的客观成绩优于传统教学组,差异具有统计学意义,并且PBL联合TBL的双轨教学法对于提高学生临床思维培养能力、表达能力、交流能力均优于传统教学组,并且提高了学生在实习期间的热情度。结论:联合PBL和TBL的双轨教学发在胸外科专业学位研究生教学中有较好的效果。     

The effects of discovery learning in a lower-division biology course

This study investigated discovery learning pedagogy and its effects on students' achievement and attitudes toward instruction in a lower-division biology course, entitled Structure and Function of Organisms. Instruction was primarily lecture-based but included four discovery learning activities. Results indicate that students had greater achievement on content learned through discovery methods than lecture-based instruction. Findings regarding students' attitudes toward discovery-based instruction suggest that students enjoyed active, discovery-based problems, believed that discovery helped them gain an understanding of the material and helped them to develop skills that could be used in other courses. The study presented here shows that a moderate amount of discovery learning used in combination with traditional methods of instruction may be an effective means for promoting students' achievement.     

How fieldwork-oriented biology teachers establish formal outdoor education practices

ABSTRACT

Fieldwork is an important part of biology as well as science and biology education. However, teachers perceive several reasons for the limited use of fieldwork in schools. Further, outdoor education is often organised as a single fieldtrip guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal biology education. This case study explores three secondary-school biology teachers who untypically use outdoor education as a major part of their ecology courses for 8^th grade students (median age 14). Berger and Luckmann’s theory of the process of institutionalization as a theoretical background is used to interpret the pedagogical and organizational choices of the case study teachers. Analysis of the interviews of the selected three teachers revealed pedagogical and organizational means through which outdoor teaching is institutionalized into a regular activity in biology lessons. The teachers considered regularity, assessment practices and the school curriculum as major tools to legitimate outdoor learning as a formal schoolwork and foster successful learning. However, they also emphasised students’ freedom during outdoor activities. The findings are discussed in terms of how the teachers succeeded in combining the institutional order of formal schooling with students’ freedom in nature.     

Enhancing theoretical understanding of a practical biology course using active and self-directed learning strategies

Laboratories are recognised as central in science education, allowing students to consolidate knowledge and master practical skills, however, their effectiveness has been questioned. Whilst laboratory practicals are useful for students’ learning of basic procedures, they have been shown to be less effective for developing conceptual understanding of the subject. Interactive lectures and bespoke digital resources were utilised in order to enhance theoretical understanding of laboratory practical molecular sessions, thus enabling students to take responsibility for and direct their own learning, encouraging inquiry-based learning. Providing easy to access additional learning resources offered students an opportunity to better prepare themselves for the laboratory, and consolidate their knowledge through subsequent review and self-testing in their own time. Grades before and after implementation of these active learning strategies were analysed to look at the impact on student learning and this study demonstrates that integrating these into a challenging practical biology course improved grades significantly with a concomitant increase in the number of ‘A’ grades attained. Feedback to evaluate use and perceptions of both interactive lectures and digital resources were also analysed. It has been shown here that these activities enhanced student experience and understanding of the course.     

Teachers' journal club: bridging between the dynamics of biological discoveries and biology teachers

Since biology is one of the most dynamic research fields within the natural sciences, the gap between the accumulated knowledge in biology and the knowledge that is taught in schools, increases rapidly with time. Our long-term objective is to develop means to bridge between the dynamics of biological discoveries and the biology teachers and students. Here we report on our recent initiative towards this objective in which we established a journal club forum as a means towards the professional development of biology teachers. We used the journal club format, which is common within the scientific community, in order to engage biology teachers in a constructivist type of learning in which they acquire new skills and at the same time are continuously updated as to biological discoveries, and can then develop updated activities for their biology students. We suggest using the journal club format for the long-term professional development of biology teachers.     

Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins

ABSTRACT

Science education is an important dimension of the European Commission’s Responsible Research and Innovation (RRI) objectives; however, RRI is not an explicit focus of biology teaching and few biology teachers have experience in integrating RRI in classroom practice. This study examines the impact of a three 80-minute RRI and active citizenship module on 11th grade biology students, based on the SSIBL pedagogical framework. A representative national sample of 11th grade biology students in Cyprus (n = 398) participated. A pre-post research design examined impact in relation to students’ conceptual understanding regarding cholesterol and its regulation, their understanding of the controversy about cholesterol regulation, awareness of RRI components, feeling of responsibility and willingness to act. Analyses indicated statistically significant gains in conceptual understanding and the understanding of the controversy about cholesterol regulation and awareness of RRI components, as well as in students’ socio-scientific accountability (feeling of responsibility and willingness to act). Conceptual understanding showed increased correlations with Controversy understanding and RRI understanding forming the three of them the cognitive elements of individuals understanding. All of the examined variables are deemed, as of great importance for the design, implementation and evaluation of innovative biology RRI and active citizenship modules.     

Preservice elementary teachers’ willingness to specialize in science and views on evolution

Background

Acceptance and understanding of evolutionary ideas remains low in the United States despite renewed science education standards, nearly unanimous acceptance among scientists, and decades of research on the teaching and learning of evolution. Early exposure to evolutionary concepts may be one way to reduce resistance to learning and accepting evolution. While there is emerging evidence that elementary students can learn and retain evolutionary ideas, there is also emerging evidence that elementary teachers may be unprepared to teach evolution. It may not be possible to train elementary teachers like their secondary counterparts who receive specialized training in science. This exploratory study was designed to determine if the 147 surveyed preservice elementary teachers (PETs) who are most willing to specialize in science maintain a greater understanding and acceptance of evolution. Such a relationship could have implications for teacher training and science instruction at elementary schools.

Results

As willingness to specialize in science increases so too does acceptance of evolution. For both measures, there was a monotonic increase with increasing willingness to specialize in science. There was a significant correlation (p?=?.047) between willingness to specialize in science and acceptance of evolution as measured by the MATE. There was not a significant correlation between willingness to specialize in science and understanding of evolution as measured by the CINS (p?=?.21). The thirty-two PETs who are enthusiastically willing to specialize in science had the highest understanding and acceptance of evolution.

Conclusions

It may be possible to identify prospective elementary teachers that could assume roles as specialists simply by identifying PETs’ willingness to specialize. Such students appear to enter elementary teacher preparation programs with the science background and enthusiasm for science required to be specialists without the need for much additional training. Thus, science teacher educators could help local elementary school principals identify graduating, and recently graduated, elementary teachers who are willing to specialize in science. Identified teachers could serve as specialists to work with their building and district colleagues to develop, among other topics, evolution related curricular materials and facilitate the implementation of those materials through co-teaching and peer coaching.

     

CBL联合PBL教学方法在创伤外科学教学中的初步探究

目的:研究以案例为中心教学法(CBL)联合以问题为中心教学法(PBL)的教学方法与传统的基于课堂的教学法(LBL)在临床医学五年制本科生创伤外科学教学中的应用效果。方法:随机选取我校临床医学五年制四年级的学员80人,随机分为CBL联合PBL教学组及LBL教学组各40人。在课程结束以后,采用记名试卷考核联合不记名问卷调查的方式,进行教学方法、教学模式、教学内容掌握程度评价。结果:实验组学员理论考核成绩优于对照组学员,有统计学差异。CBL联合PBL教学法支持率高于传统LBL教学法,并且在激发学员兴趣,提高学员学习兴趣,合作能力方面均优于对照组。结论:CBL联合PBL教学法可以在创伤外科学中实施,能取得较好的教学效果。     

Biology student teachers’ dialogic talk in inquiry-based instruction

ABSTRACT

Inquiry-based learning has generally accepted by scholars as a most effective teaching approach in biology education. The talk during inquiry-based teaching needs to be practiced. There is less evidence how student teachers talk with students during their inquiry-based biology instruction. This knowledge is needed in supporting student teachers to develop their teachership in biology education. In this qualitative case study, the dialogic talk of biology student teachers (N = 6) was studied in the context of inquiry-based lessons in lower secondary school. The student teachers’ lessons were video and audio recorded and the data was analyzed using content analysis. The student teachers used dialogic talk in their inquiry-based instruction only occasionally, mainly in the examination and the conclusion stages. During the introduction stage, dialogic talk was less used and it was mainly explaining and instructing the content. In the examination stage, student teachers also guided students and stated facts. During the conclusion stage, student teachers mainly explained and also evaluated students’ statements. The lesson’s topics and methods used in inquiry-based learning may enable the dialogic talk of student teacher to some extent. However, teacher education should focus more on scaffolding student teachers’ talk with their students in all kinds of inquiry approaches.