Moni Roger W, Moni Karen B
Educational Research Unit, School of Biomedical Sciences, The University of Queensland, Brisbane, Queensland, Australia.
Adv Physiol Educ. 2008 Mar;32(1):47-54. doi: 10.1152/advan.00030.2007.
We previously reported how the opinions of second-year dentistry students and faculty members can be used to construct an assessment rubric to grade group-based concept maps in physiology. This article describes the second phase of this study of the subsequent year's cohort. A case study approach was used to investigate how groups of students used the criteria to complete their complex concept maps. Students' opinions about the assessment task and newly constructed rubric were sampled. Opinions across groups were correlated to academic achievements in the course. Two groups of four students volunteered to be videorecorded during a 4-h workshop, during which they completed their maps. The mapping task was not generally favored by students. However, those students who did favor the task achieved higher academic grades. Most students favored the newly constructed assessment rubric, commenting that it was easy to understand, fair, and appropriate, but reported that extra guidance from tutors and other resources were required. Coded videorecordings of the two observation groups revealed complex interactions around the three criteria of content, logic and understanding, and presentation. Two broad patterns of working were identified. One group distributed their efforts more evenly across the criteria, whereas the other group completed their maps by addressing the criteria in stages. These findings clearly indicate the academic challenges and social complexity in how students work in groups to complete complex concept maps in physiology.
我们之前曾报道过，牙科专业二年级学生和教师的意见如何被用于构建一个评估量表，以对生理学中基于小组的概念图进行评分。本文描述了对下一届学生进行的这项研究的第二阶段。采用案例研究方法来调查学生小组如何使用这些标准来完成他们复杂的概念图。收集了学生对评估任务和新构建的量表的意见。不同小组的意见与该课程的学业成绩相关。两组各四名学生自愿在一个4小时的研讨会上被录像，期间他们完成了自己的概念图。绘制概念图的任务一般不受学生欢迎。然而，那些喜欢这项任务的学生取得了更高的学业成绩。大多数学生喜欢新构建的评估量表，称其易于理解、公平且合适，但表示需要导师提供额外指导和其他资源。对两个观察组的录像进行编码后发现，围绕内容、逻辑与理解以及呈现这三个标准存在复杂的互动。确定了两种主要的工作模式。一组在各个标准上更均匀地分配精力，而另一组则分阶段处理这些标准来完成他们的概念图。这些发现清楚地表明了学生以小组形式完成生理学复杂概念图时所面临的学术挑战和社会复杂性。
