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Monitoring how changes in pedagogical practices have improved student interest and performance for an introductory biochemistry course

机译:监控教学实践的变化如何提高学生对生物化学入门课程的兴趣和表现

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摘要

This study describes feedback on the effects of changes introduced in our teaching practices for an introductory biochemistry course in the Life Sciences curriculum. Students on this course have diverse educational qualifications and are taught in large learning groups, creating challenges for the management of individual learning. We used the constructive alignment principle, refining the learning contract and re‐drafting the teaching program to introduce active learning and an organization of activities that promotes the participation of all the students and helps their understanding. We also created teaching resources available through the university virtual work environment. Our research aimed to measure the effects of those changes on the students’ success. Monitoring of the student performance showed a continuous increase in the percentage of students who passed the course, from 2.13% to 33.5% in 4 years. Analysis of student perceptions highlighted that the teaching methodology was greatly appreciated by the students, whose attendance also improved. The recent introduction of clickers‐questions constituted a complementary leverage. The active involvement of the students and better results for summative assessments are altogether a strong motivation for teaching staff to continue to make improvements.
机译:这项研究描述了在生命科学课程的生物化学入门课程的教学实践中引入的有关变化影响的反馈。本课程的学生具有不同的教育资格,并且按大型学习小组授课,这给个人学习的管理带来了挑战。我们采用了建设性的调整原则,完善了学习合同,并重新草拟了教学计划,以引入积极学习和组织活动的形式,以促进所有学生的参与并帮助他们的理解。我们还创建了可通过大学虚拟工作环境使用的教学资源。我们的研究旨在衡量这些变化对学生成功的影响。对学生表现的监控显示,通过该课程的学生比例在4年中从2.13%不断增加到33.5%。对学生看法的分析强调,该教学方法受到了学生的高度赞赏,出勤率也有所提高。最近引入的clickers-questions构成了一种补充。学生的积极参与和更好的总结性评估结果,完全是教职工不断改进的强烈动力。

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