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Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

机译:课堂外的主动学习:生物学入门班级团队学习研讨会的实施和成果

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Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students’ engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge problems. During the eight semesters assessed in this study, URM students and those with less preparation attended SGMs with equal or greater frequency than their counterparts. Most agreed that SGMs enhanced their comprehension of biology and ability to articulate solutions. The historical grade gap between URM and non-URM students narrowed slightly in Biology 2, but not in other biology and science, technology, engineering, and mathematics courses. Nonetheless, URM students taking introductory biology after program implementation have graduated with biology majors or minors at the same rates as non-URM students, and have enrolled in postcollege degree programs at equal or greater rates. These results suggest that improved performance as measured by science grade point average may not be necessary to improve the persistence of students from underrepresented groups as life sciences majors.
机译:研究组会议(SGM)是由自愿参加的由同伴主导的团队学习研讨会,补充了在一所精选的文理学院的生物学入门讲座。在支持所有学生参与授课材料的同时,具体目标是提高代表性不足的少数族裔(URM)学生和生物学背景较弱的学生的成功率。具有生物学课程经验和科学教育学培训经验的同伴领导者可为教师引发的挑战性问题提供工作。在本研究评估的八个学期中,URM学生和准备工作较少的学生参加SGM的频率与同龄人相同或更高。大多数人同意,SGM增强了他们对生物学的理解和表达解决方案的能力。在《生物学2》中,URM和非URM学生之间的历史成绩差距有所缩小,但在其他生物学和科学,技术,工程和数学课程中却没有。尽管如此,在计划实施后接受入门生物学的URM学生已以与非URM学生相同的比率毕业于生物学专业或未成年人,并以相同或更高的比率报读了大学后学位课程。这些结果表明,以科学成绩平均分来衡量的绩效提高可能不是必要的,以提高来自代表性不足的群体(作为生命科学专业)的学生的毅力。

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