Karamanos Yannis, Couturier Catherine, Boutin Viviane, Mysiorek Caroline, Matéos Aurélie, Berger Sylvie
Faculté des Sciences Université d'Artois Lens France.
LBHE, Université d'Artois Lens France.
FEBS Open Bio. 2018 Mar 15;8(4):494-501. doi: 10.1002/2211-5463.12409. eCollection 2018 Apr.
This study describes feedback on the effects of changes introduced in our teaching practices for an introductory biochemistry course in the Life Sciences curriculum. Students on this course have diverse educational qualifications and are taught in large learning groups, creating challenges for the management of individual learning. We used the constructive alignment principle, refining the learning contract and re-drafting the teaching program to introduce active learning and an organization of activities that promotes the participation of all the students and helps their understanding. We also created teaching resources available through the university virtual work environment. Our research aimed to measure the effects of those changes on the students' success. Monitoring of the student performance showed a continuous increase in the percentage of students who passed the course, from 2.13% to 33.5% in 4 years. Analysis of student perceptions highlighted that the teaching methodology was greatly appreciated by the students, whose attendance also improved. The recent introduction of clickers-questions constituted a complementary leverage. The active involvement of the students and better results for summative assessments are altogether a strong motivation for teaching staff to continue to make improvements.
本研究描述了关于我们在生命科学课程体系中的基础生物化学课程教学实践中所做改变的效果反馈。该课程的学生具有不同的教育背景，且在大型学习小组中接受教学，这给个性化学习管理带来了挑战。我们运用了建设性对齐原则，完善学习契约并重新起草教学计划，以引入主动学习以及一种促进所有学生参与并帮助他们理解的活动组织方式。我们还通过大学虚拟工作环境创建了教学资源。我们的研究旨在衡量这些改变对学生学业成就的影响。对学生表现的监测显示，通过该课程的学生百分比在4年中持续上升，从2.13%升至33.5%。对学生看法的分析突出表明，学生对教学方法非常赞赏，他们的出勤率也有所提高。最近引入的课堂应答系统问题起到了补充作用。学生的积极参与以及总结性评估中更好的成绩，完全促使教学人员继续进行改进。
