Division of Biology, Kansas State University, Manhattan, KS 66506.
Department of Animal Sciences and Industry, Kansas State University, Manhattan, KS 66506.
CBE Life Sci Educ. 2020 Sep;19(3):ar44. doi: 10.1187/cbe.19-10-0200.
Undergraduate attrition from science, technology, engineering, and mathematics is well documented and generally intensifies during intermediate years of college. Many contributing factors exist; however, a mismatch between timing of certain pedagogical approaches, such as case-based learning, and the level of students' cognitive abilities plays a crucial role. Using cognitive load theory as a foundation, we examined relationships between case-based learning versus a traditional lecture and learning gains of undergraduates within an intermediate physiology course. We hypothesized instruction via a case study would provide greater learning benefits over a traditional lecture, with gains possibly tempered by student characteristics like academic preparation, as measured by ACT scores, and academic age, as measured by credit hours completed. Results were surprising. Case-based learning did not guarantee improved learning gains compared with a traditional lecture for all equally. Students with lower ACT scores or fewer credit hours completed had lower learning gains with a case study compared with a traditional lecture. As suggested by cognitive load theory, the amount of extraneous load potentially presented by case-based learning might overwhelm the cognitive abilities of inexperienced students.
本科生从科学、技术、工程和数学专业的流失现象是有据可查的，而且通常在大学中期加剧。有许多因素导致了这种现象，但是某些教学方法（如基于案例的学习）的时机与学生认知能力水平之间的不匹配起着至关重要的作用。我们使用认知负荷理论作为基础，研究了基于案例的学习与传统讲座之间的关系，以及在中级生理学课程中学生的学习收益。我们假设通过案例研究进行教学将比传统讲座提供更大的学习收益，但是学生的学习收益可能会受到一些特征的影响，例如 ACT 分数衡量的学术准备程度和学分数衡量的学业年龄。结果令人惊讶。基于案例的学习并不一定能保证所有学生的学习收益都比传统讲座更好。与传统讲座相比，ACT 分数较低或完成的学分数较少的学生在案例研究中学习收益较低。正如认知负荷理论所表明的，基于案例的学习可能会带来过多的额外负荷，从而超过缺乏经验的学生的认知能力。
