Myers Marcella J, Burgess Ann B
Department of Biology, College of St. Catherine, St. Paul, Minnesota 55105, USA.
Adv Physiol Educ. 2003 Dec;27(1-4):26-33. doi: 10.1152/advan.00028.2002.
We redesigned our intermediate-level organismal physiology laboratory course to center on student-designed experiments in plant and human physiology. Our primary goals were to improve the ability of students to design experiments and analyze data. We assessed these abilities at the beginning and end of the semester by giving students an evaluation tool consisting of an experimental scenario, data, and four questions of increasing complexity. To control for nontreatment influences, the improvement scores (final minus initial score for each question) of students taking both the laboratory and the companion lecture course were compared with those of students taking the lecture course only. The laboratory + lecture group improved more than the lecture-only group for the most challenging question. This evidence suggests that our inquiry-based curriculum is achieving its primary goals. The evaluation tool that we developed may be useful to others interested in measuring experimental analysis abilities in their students.
我们重新设计了中级生物体生理学实验室课程，以学生设计的植物和人体生理学实验为核心。我们的主要目标是提高学生设计实验和分析数据的能力。我们在学期初和学期末通过给学生一个评估工具来评估这些能力，该工具包括一个实验场景、数据以及四个难度逐渐增加的问题。为了控制非处理因素的影响，将同时参加实验室课程和配套讲座课程的学生的提高分数（每个问题的最终分数减去初始分数）与仅参加讲座课程的学生的提高分数进行了比较。对于最具挑战性的问题，实验室 + 讲座组比仅讲座组提高得更多。这一证据表明，我们基于探究的课程正在实现其主要目标。我们开发的评估工具可能对其他有兴趣测量学生实验分析能力的人有用。
