Department of Animal Sciences, Purdue University, West Lafayette, IN 47907, USA.
J Anim Sci. 2023 Jan 3;101. doi: 10.1093/jas/skac352.
With most of the student attrition occurring early in undergraduate educational programs (Braunstein et al., 1997) it is necessary to interest and motivate students early on. The demographics of animal science students have shifted to students with minimal background in food producing animals. This presents a unique challenge as the current student population represents a diverse array of backgrounds and prior experiences. As a result, students enroll in undergraduate animal science programs with various expectations for their undergraduate degree and a focus primarily on careers in veterinary medicine. To engage all students, interest and motivation need to be generated. This review will use motivational frameworks as outlined by the self-determination theory, expectancy value theory, and interest, to explain the impact of the proposed solutions. Active learning classroom strategies are linked to increased knowledge compared with traditional, passive classrooms (Wells et al., 2019). Active learning shifts from a traditional teaching model to a student-centered model, which transitions instructors to facilitators of learning. This review summarizes current proposed pedagogies that have been researched in animal science classrooms such as experiential learning, flipped classrooms, hands-on animal experience, undergraduate research experiences, mentorship opportunities, capstone experiences, service-learning experiences, team-based learning, and cooperative learning. The limitations of these proposed pedagogies and the future research needed are also discussed.
由于大多数学生流失发生在本科教育项目的早期（Braunstein 等人，1997 年），因此有必要尽早引起学生的兴趣并激励他们。动物科学专业的学生群体发生了变化，具有最小动物生产背景的学生数量有所增加。这带来了一个独特的挑战，因为当前的学生群体代表了各种背景和先前经验的多样性。因此，学生在攻读本科动物科学课程时，对其本科学位有着不同的期望，并且主要专注于兽医相关的职业。为了吸引所有学生，需要激发他们的兴趣和积极性。本综述将使用自我决定理论、期望价值理论和兴趣理论所概述的激励框架，来解释提出的解决方案的影响。与传统的被动课堂相比，主动学习课堂策略与知识的增加相关（Wells 等人，2019 年）。主动学习从传统的教学模式转变为以学生为中心的模式，将教师转变为学习的促进者。本综述总结了目前在动物科学课堂中研究过的一些教育策略，例如体验式学习、翻转课堂、亲自动手的动物体验、本科研究经历、导师机会、顶点项目经历、服务学习经历、团队学习和合作学习。还讨论了这些拟议教育策略的局限性和未来需要的研究。
