McEwen Laura April, Harris Dik, Schmid Richard F, Vogel Jackie, Western Tamara, Harrison Paul
Tomlinson University Science Teaching Project, McGill University, and Faculty of Education, Queens University, Kingston, Ontario K7M5R7, Canada.
CBE Life Sci Educ. 2009 Spring;8(1):72-8. doi: 10.1187/cbe.07-09-0088.
This article offers a case study of the evaluation of a redesigned and redeveloped laboratory-based cell biology course. The course was a compulsory element of the biology program, but the laboratory had become outdated and was inadequately equipped. With the support of a faculty-based teaching improvement project, the teaching team redesigned the course and re-equipped the laboratory, using a more learner-centered, constructivist approach. The focus of the article is on the project-supported evaluation of the redesign rather than the redesign per se. The evaluation involved aspects well beyond standard course assessments, including the gathering of self-reported data from the students concerning both the laboratory component and the technical skills associated with the course. The comparison of pre- and postdata gave valuable information to the teaching team on course design issues and skill acquisition. It is argued that the evaluation process was an effective use of the scarce resources of the teaching improvement project.
本文提供了一个对重新设计和开发的基于实验室的细胞生物学课程进行评估的案例研究。该课程是生物学专业的必修内容，但实验室已过时且设备不足。在一个基于教师的教学改进项目的支持下，教学团队重新设计了课程并重新配备了实验室，采用了更以学习者为中心的建构主义方法。本文的重点是该项目支持的对重新设计的评估，而非重新设计本身。评估涉及的方面远不止标准课程评估，包括从学生那里收集关于实验室部分以及与课程相关的技术技能的自我报告数据。前后数据的比较为教学团队提供了有关课程设计问题和技能习得的宝贵信息。有人认为，评估过程有效地利用了教学改进项目的稀缺资源。
