Biology Department, High Point University, High Point, NC 27268.
CBE Life Sci Educ. 2020 Mar;19(1):ar4. doi: 10.1187/cbe.19-07-0134.
Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present study, we examined whether intentional efforts to address the affective domain of learning (through growth mindset messaging) can synergize with best practices for addressing the cognitive domain (via active-learning strategies) to enhance academic outcomes in biology courses. We compared the impact of this two-pronged approach (known as dual domain pedagogy, or DDP) with that of two other pedagogies (lecture only or active learning only). Our results demonstrate that DDP is a powerful tool for narrowing performance gaps. DDP, but not active learning, eliminated the performance gap observed between Black and white students in response to lecture. While a significant gap between white and Latin@ students was observed in response to active learning (but not lecture), this gap was reduced by DDP. These findings demonstrate that DDP is an effective approach for promoting a more equitable classroom and can foster learning outcomes that supersede those conferred by active learning alone.
最近的研究表明，当教师有意地解决学习的情感成分时，可以取得显著的学习成果。虽然这些努力提高了所有学生的学习成果，但对于代表性不足的群体的学生尤其有益，并且可以减少成绩差距。在本研究中，我们研究了通过增长思维模式的信息传达（通过成长心态信息传达）来解决学习情感领域的有意努力，是否可以与解决认知领域的最佳实践（通过主动学习策略）协同作用，从而提高生物学课程的学业成绩。我们比较了这种双管齐下的方法（称为双域教学法，或 DDP）与其他两种教学法（仅讲座或仅主动学习）的效果。我们的结果表明，DDP 是缩小成绩差距的有力工具。DDP 消除了在讲座中观察到的黑人和白人学生之间的成绩差距，但在主动学习中观察到白人和拉丁裔学生之间存在显著差距（但不是讲座），而 DDP 则缩小了这一差距。这些发现表明，DDP 是促进更公平课堂的有效方法，可以促进超越单独使用主动学习所带来的学习成果。
