Johnson Heather A, Barrett Laura
J Med Libr Assoc. 2017 Jan;105(1):44-48. doi: 10.5195/jmla.2017.8.
The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session.
Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups' learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31).
We found that the active learning group scored more favorably in four assessment categories.
Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.
本研究旨在比较两种教学方法,即主动学习和被动讲授,以确定在一小时的研究技能教学课程中,哪种方法在帮助学生实现学习成果方面更有用。
两组高中生参加了一个教学课程,学习消费者健康资源以及提高搜索技能的策略。第一组接受被动讲授,第二组进行主动学习。我们使用两种不同复杂程度的方法评估两组的学习情况。共有59名学生参加了教学课程(被动讲授组,n = 28;主动学习组,n = 31)。
我们发现主动学习组在四个评估类别中得分更高。
主动学习可能有助于学生在单个课程中参与并对多种资源形成有意义的理解。此外,在使用复杂的教学策略时,图书馆员应注意使用同样复杂的评估方法来衡量学习情况。