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1.
There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve student performance on evidence-based critical-thinking tasks through the implementation of peer learning and problem-based learning tutorial activities. Small-group discussions and associated learning activities were used to facilitate deeper learning through the application of new knowledge. Student performance was assessed using critical-thinking essay assignments and a final course exam, and student satisfaction with tutorial activities was monitored using online surveys. Overall, students expressed satisfaction with the small-group-discussion-based tutorial activities (mean score 7.5/10). Improved critical thinking was evidenced by improved student performance on essay assignments during the semester, as well as a 25% increase in mean student scores on the final course exam compared to previous years. These results demonstrate that repeated knowledge application practice can improve student learning in large introductory-level science courses.  相似文献   

2.
This study examines students’ perceptions of the development of academic and critical thinking skills in college, with a specific focus on team-based learning (TBL), an active learning strategy designed to increase student interaction and engagement. Six hundred and fifty students in five different courses were surveyed at the beginning of the semester about the extent to which they felt the typical college course enhances various academic and critical thinking skills. These responses were compared to their responses after a semester of TBL regarding the extent to which the TBL environment enhanced these same skills. Students expressed significantly greater improvement in critical thinking skills in a TBL environment in comparison to typical courses for most of the skills assessed and greater improvement in all of these skills in comparison to lecture-based courses. These results held for every demographic subgroup examined, including males, females, freshman, sophomores, juniors and seniors, as well as all levels of academic achievement as measured by grade point average.  相似文献   

3.
电类基础课是工科各专业重要的基础课程,对学生能力的培养起到至关重要的作用。通过多年电类基础课程的教学实践和探索,认为对于学生能力的培养,首先应重视创造性思维的培养,针对学生创造性思维的培养,教学中应注重探索式教学、启发式教学和分析与综合式教学,以培养思维的独创性、灵活性和综合性。  相似文献   

4.
Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitaitve analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond.  相似文献   

5.
The use of student-centered High Impact Practices (HIPs) has become increasingly popular across university and college faculty. HIPs increase student development of critical thinking, problem solving, and communication skills. HIPs also provide students the opportunity to engage in real-world application of course knowledge. While HIPs increase student engagement and intrinsic motivation, little research has explored student perception of these concepts. This article describes a pilot course offered to upper level criminal justice students that incorporated three HIPs: undergraduate research, collaborative assignments, and service/community-based learning. Semi-structured interviews were used to facilitate individual student discussion regarding their perceptions and experiences of the course related to their level of motivation and engagement as compared to traditional classes. Results indicated student expectations for the course were exceeded; students believed the course would positively impact their future career/education plans; and the HIPs motivated the students to engage more than their traditional lecture-oriented courses.  相似文献   

6.
Abstract

This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats.  相似文献   

7.
文章阐述了"创造性学习"的内涵,明确了构建汉语言文学专业创意学课程群的背景、目标和课程设置内容。认为:构建"创造性学习"模式需要在教学内容设计上进一步加强学生学习主体性行为;在教学过程中重视学生的过程性学习阶段,发挥学习小组的作用,重视师生和生生交流;建立立体的学生成绩评价体系;在实践中鼓励学生创造贴近生活的原创性作品。反思教学改革,为提高学生创造性能力,培养创新人格提供一定的教学经验和借鉴。  相似文献   

8.
论高师英语专业学生创新思维的培养   总被引:2,自引:0,他引:2  
英语学科的基本特点是人文性和工具性的统一,人文性是其根本属性,与创新思维的培养密切相关;高师英语专业学生创新素质的培养是一个系统工程,学校、教师和学生个人都应该积极参与这个系统工程,学校应致力于推进教育改革,营造创新的大环境。教师要致力于创新教学,启迪学生创新思维,而学生本人则应主动创新学习,提升创新思维能力。  相似文献   

9.
In the current further education (FE) and higher education (HE) environment, students are under increasing pressure to perform well and achieve good results. As educators we must strive to enable students to make the most of their higher education by providing an education of the highest quality and enhance the learning experience. This study was undertaken as a preliminary investigation of how students learn and how we, as educators, can improve their learning. In this study, a range of students on different (FE and HE) courses completed the VARK (visual, audio, read/write, kinaesthetic) questionnaire on learning style preferences at the beginning of the semester. Responses were analysed and the author adapted various teaching techniques into course materials for the semester to accommodate the results obtained in the initial VARK survey. Students' responses were encouraging, with many being keen to participate with a view to improving their course performance. The author found that using a range of teaching techniques encouraged student participation in the course and, for some, enhanced their performance in assessment. This investigation provides an insight into the awareness of learning style preferences and how such awareness can be positively exploited in teaching and learning processes.  相似文献   

10.
Changes in the demographics of American undergraduate students must be addressed by changes in delivery of the curriculum. The learner-centered approach to education helps to recognize and integrate student diversity with class exercises and assignments designed to help students meet course learning outcomes. This article applies the American Psychological Association's Learner-Centered Psychological Principles to a BSW course in human behavior in the social environment. The learner-centered environment incorporates students' individual learning styles and promotes critical thinking necessary for students to satisfy both the CSWE standards for accredited social work programs and those of the social work profession.  相似文献   

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