Bevan Samantha J, Chan Cecilia W L, Tanner Julian A
Department of Biochemistry, Li Ka Shing Faculty of Medicine, University of Hong Kong, Pokfulam, Hong Kong Special Administrative Region, People's Republic of China.
Biochem Mol Biol Educ. 2014 Nov-Dec;42(6):474-9. doi: 10.1002/bmb.20824. Epub 2014 Oct 23.
Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory courses to compare student surface and deep learning. Surface and deep learning were measured quantitatively by a study process questionnaire at the start and end of the semester, and qualitatively by questionnaires and interviews with students. In the traditional lecture/examination based course, there was a dramatic shift to surface learning approaches through the semester. In the course that emphasized student engagement and adopted multiple forms of assessment, a preference for deep learning was sustained with only a small reduction through the semester. Such evidence for the benefits of implementing student engagement and more diverse non-examination based assessment has important implications for the design, delivery, and renewal of introductory courses in biochemistry and molecular biology.
尽管越来越多的证据表明强调学生参与度的课程与学生深度学习的成果之间存在关联，但在生物化学和分子生物学领域，定量比较研究却很匮乏。在此，我们在两门形成对比的平行生物化学入门课程中开展了一项教学研究，以比较学生的表层学习和深度学习情况。通过学期初和学期末的学习过程问卷对表层学习和深度学习进行定量测量，并通过对学生的问卷调查和访谈进行定性测量。在传统的基于讲座/考试的课程中，整个学期学生的学习方式急剧转向表层学习。在强调学生参与度并采用多种评估形式的课程中，学生对深度学习的偏好得以持续，整个学期仅有小幅下降。这种关于实施学生参与度以及更多样化的非考试型评估之益处的证据，对生物化学和分子生物学入门课程的设计、授课及更新具有重要意义。
