Guilford William H
Department of Biomedical Engineering, University of Virginia, Charlottesville, VA 22908, USA.
Cell Biol Educ. 2005 Summer;4(2):138-42. doi: 10.1187/cbe.04-10-0054.
Students are most motivated and learn best when they are immersed in an environment that causes them to realize why they should learn. Perhaps nowhere is this truer than when teaching the biological sciences to engineers. Transitioning from a traditionally mathematics-based to a traditionally knowledge-based pedagogical style can challenge student learning and engagement. To address this, human pathologies were used as a problem-based context for teaching knowledge-based cell biological mechanisms. Lectures were divided into four modules. First, a disease was presented from clinical, economic, and etiological standpoints. Second, fundamental concepts of cell and molecular biology were taught that were directly relevant to that disease. Finally, we discussed the cellular and molecular basis of the disease based on these fundamental concepts, together with current clinical approaches to the disease. The basic science is thus presented within a "shrink wrap" of disease application. Evaluation of this contextual technique suggests that it is very useful in improving undergraduate student focus and motivation, and offers many advantages to the instructor as well.
当学生沉浸在能让他们明白学习目的的环境中时，他们的积极性最高，学习效果也最好。也许在向工程师教授生物科学时，这一点最为明显。从传统的基于数学的教学风格转变为基于知识的教学风格可能会给学生的学习和参与度带来挑战。为了解决这个问题，我们将人类病理学作为基于问题的背景，用于教授基于知识的细胞生物学机制。讲座分为四个模块。首先，从临床、经济和病因学角度介绍一种疾病。其次，教授与该疾病直接相关的细胞和分子生物学基本概念。最后，我们根据这些基本概念讨论了该疾病的细胞和分子基础，以及目前针对该疾病的临床方法。因此，基础科学是在疾病应用的“包装”内呈现的。对这种情境教学法的评估表明，它在提高本科生的注意力和积极性方面非常有用，对教师也有很多好处。
