Department of Biological Sciences, Northern Arizona University, Flagstaff, AZ 86011, USA.
CBE Life Sci Educ. 2011 Summer;10(2):164-74. doi: 10.1187/cbe.10-10-0129.
Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and increased %AB) as well as by achievement in the course assessment tool. In addition, the redesigned course led to increased student satisfaction and greater consistency among different sections. These findings have important implications for both students and institutions, as the significantly lower DFW rate means that fewer students have to retake the course.
采用行动研究模式，生物学教师检查、实施和评估以学习者为中心的教学策略，以达到提高生物学入门课程 BIO 181：生命统一 I 中学生成绩水平的目标，该课程的特点是注册人数多，DFW 率高。结果包括创建和实施生物学内容知识和态度评估工具，制定和实施共同教学大纲，修改课程以包含以学习者为中心的教学策略，以及收集和分析数据以评估修改的成功。重新设计的课程使学生取得了更大的成功，成绩（降低 DFW 百分比和提高 AB 百分比）和课程评估工具的成绩都有所提高。此外，重新设计的课程提高了学生的满意度，并使不同部分之间更加一致。这些发现对学生和学校都有重要意义，因为 DFW 率显著降低意味着更少的学生需要重新修读该课程。
