Dewsbury Bryan M
The University of Rhode Island, Kingston, RI 02881.
J Microbiol Biol Educ. 2017 Dec 15;18(3). doi: 10.1128/jmbe.v18i3.1347. eCollection 2017.
A number of reports have called for the transformation of college science pedagogy. For instructors interested in transforming their own classrooms, the number of approaches, tools, and literature on pedagogical transformation can be overwhelming. The literature is rich with examples of the positive significant effects of active learning, but is lacking on frameworks that can help guide implementation. In this manuscript, I use Fink's conceptual framework for "creating significant learning experiences" and a conceptual framework for inclusive teaching and learning to focus on how situation-specific drivers inform the choice of active learning strategies. I argue essentially that while, on average, active learning may promote greater academic outcomes, the context of the implementation matters. Using personal examples and evidence from the literature, I provide a Perspective here on why context considerations should be the main drivers of effective pedagogies.
许多报告呼吁对大学科学教学法进行变革。对于有兴趣改变自己课堂教学的教师来说，关于教学变革的方法、工具和文献数量可能多得让人应接不暇。文献中有丰富的主动学习产生积极显著效果的例子，但缺乏有助于指导实施的框架。在本手稿中，我使用芬克的“创造有意义学习体验”概念框架以及一个包容性教学的概念框架，来关注特定情境驱动因素如何影响主动学习策略的选择。我本质上认为，虽然平均而言，主动学习可能会促进更好的学业成果，但实施的背景很重要。我通过个人例子和文献证据，在此阐述为什么情境考量应该是有效教学法的主要驱动因素。
