Minderhout Vicky, Loertscher Jennifer
From the Department of Chemistry, Seattle University, Seattle, Washington 98122.
Biochem Mol Biol Educ. 2007 May;35(3):172-80. doi: 10.1002/bmb.39.
Biochemistry courses at Seattle University have been taught exclusively using process oriented guided inquiry learning (POGIL) without any traditional lecture component since 1997. In these courses, students participate in a structured learning environment, which includes a preparatory assignment, an in-class activity, and a follow-up skill exercise. Instructor-designed learning activities provide the content of the course while the cooperative learning structure provides the content-free procedures that promote development of critical process skills needed for learning. This format enables students to initially explore a topic independently, work together in groups to construct and refine knowledge, and eventually develop deep understanding of the essential concepts. These stages of exploration and concept development form the foundation for application to high level biochemical problems. At the end of this course, most students report feeling confident in their knowledge of biochemistry and report substantial gains in independence, critical thinking, and respect for others.
自1997年以来，西雅图大学的生物化学课程完全采用以过程为导向的引导式探究学习（POGIL）进行教学，没有任何传统的讲座部分。在这些课程中，学生参与一个结构化的学习环境，其中包括一个预习作业、一个课堂活动和一个后续技能练习。教师设计的学习活动提供课程内容，而合作学习结构提供促进学习所需关键过程技能发展的无内容程序。这种形式使学生能够首先独立探索一个主题，分组合作构建和完善知识，并最终对基本概念形成深入理解。这些探索和概念发展阶段构成了应用于高级生化问题的基础。在本课程结束时，大多数学生报告说对自己的生物化学知识感到自信，并报告在独立性、批判性思维和尊重他人方面有显著收获。
