Department of Integrative Physiology, University of Colorado, Boulder, CO 80309, USA.
CBE Life Sci Educ. 2011 Fall;10(3):268-78. doi: 10.1187/cbe.10-10-0133.
This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.
本文介绍了一种新改编的仪器，用于测量新手到专家对生物学的认知：科罗拉多学习态度调查生物学量表（CLASS-Bio）。该量表由 31 个李克特量表陈述组成，探测了专家和新手之间存在差异的一系列认知，包括对学科的喜爱、与现实世界建立联系的倾向、对知识背后概念联系的认识以及解决问题的策略。CLASS-Bio 已经通过本科生和专家（生物学博士）进行了反应有效性测试，允许将学生的反应与共识专家反应进行直接比较。迄今为止，使用 CLASS-Bio 的研究表明，生物学入门课程与物理和化学入门课程具有相同的挑战：即，学生在指导后更倾向于新手认知。然而，在高年级生物学课程中，学生并没有表现出相同的新手认知转变。CLASS-Bio 还可以与其他评估方法结合使用：1）研究学生的认知如何影响生物学的学习和概念理解，2）评估和评估教学方法如何帮助学生发展解决问题的专业技能和对生物学本质的专家式欣赏。
