University of Nebraska Medical Center, College of Dentistry, Department of Dental Hygiene, Lincoln, NE 68583-0740, USA.
J Dent Educ. 2011 Aug;75(8):1073-83.
The purposes of this quasi-experimental, one-group crossover study were to determine the effect of questioning during dental hygiene lectures on low-level and high-level learning and to evaluate student perceptions of questioning. Twenty-three dental hygiene students participated in two control lectures using traditional lecturing methods. The students served as their own controls by next participating in two experimental lectures with questions asked throughout the lecture at both low and high cognitive levels. Student performance was measured with an examination containing low- and high-level questions. The interaction between the group and the level of questions was analyzed using ANOVA, and no statistically significant difference was found. Based on a Likert scale (1 to 6), average ratings for student perceptions were as follows: enjoyment of use, 4.5; understanding the lecture material, 4.74; and questioning effectiveness, 4.35. Student perceptions of questioning were positive; however, this strategy was found to be no more effective than the traditional lecture in promoting retention of information.
本类实验性、单组交叉研究的目的在于确定在口腔卫生讲座中提问对低水平和高水平学习的影响，并评估学生对提问的看法。23 名口腔卫生学生参加了两次使用传统讲授方法的对照讲座。学生通过接下来参加两次实验讲座，在低和高认知水平下全程提问，从而实现自我对照。学生的表现通过包含低水平和高水平问题的考试进行衡量。采用方差分析分析组与问题水平之间的相互作用，未发现统计学上的显著差异。基于李克特量表（1 到 6），学生对提问的看法的平均评分如下：使用的愉悦感，4.5；理解讲座材料，4.74；提问的有效性，4.35。学生对提问的看法是积极的；但是，与传统讲座相比，这种策略在促进信息保留方面并没有更有效。
