Moni Roger W, Moni Karen B, Lluka Lesley J, Poronnik Philip
School of Biomedical Sciences Educational Research Unit, The University of Queensland, Brisbane, Queensland 4072, Australia.
Biochem Mol Biol Educ. 2007 Mar;35(2):89-96. doi: 10.1002/bmb.4.
The teaching of highly valued scientific writing skills in the first year of university is challenging. This report describes the design, implementation, and evaluation of a novel written assignment, The Personal Response and accompanying Peer Review, in the course, Human Biology (BIOL1015) at The University of Queensland. These assignments were the first assessment tasks of the course and were set early in the first semester of university. BIOL1015 had a diverse cohort of 319 first year students from five bachelor degree programs, primarily from Pharmacy and Human Movement Studies. Audio files in the form of interviews with eminent biomedical scientists were obtained from a leading public radio program. Students used these files as triggers to submit a short but highly structured assignment written from a personal perspective and in an expressive style. Evaluations revealed that overall, students found the task interesting and challenging. Students performed well, regardless of their background knowledge, disciplinary interest, or preference for topics within human biology. This study demonstrated that The Personal Response was an appropriate task for these first year students of human biology. It represents an alternative to traditional essay writing.
在大学一年级教授备受重视的科学写作技巧颇具挑战性。本报告描述了昆士兰大学人类生物学课程（BIOL1015）中一项新颖书面作业——《个人回应》及配套的同伴互评的设计、实施与评估。这些作业是该课程的首批评估任务，在大学第一学期初布置。BIOL1015有来自五个学士学位项目的319名一年级学生组成的多样化群体，主要来自药学和人体运动研究专业。以对杰出生物医学科学家的访谈形式呈现的音频文件，来自一个领先的公共广播节目。学生们将这些文件作为触发点，提交一份简短但结构严谨的作业，作业需从个人视角出发，采用富有表现力的风格撰写。评估显示，总体而言，学生们觉得这项任务有趣且具有挑战性。无论学生的背景知识、学科兴趣或对人类生物学主题的偏好如何，他们都表现出色。这项研究表明，《个人回应》对于这些人类生物学专业的一年级学生来说是一项合适的任务。它代表了传统论文写作的一种替代方式。
