Richardson D, Birge B
Department of Physiology, University of Kentucky College of Medicine, Lexington 40536-0084, USA.
Am J Physiol. 1995 Jun;268(6 Pt 3):S66-74. doi: 10.1152/advances.1995.268.6.S66.
Pedagogy and andragogy are models of education based, respectively, on passive and active learning. This project compared two balanced sections of an undergraduate course in physiology. Both sections used the pedagogical method of didactic lectures to present basic material. Students in section 01 were given multiple-choice examinations, a pedagogical procedure, over the lecture content for the purpose of performance evaluation. In section 02 the lectures were used as an information source, which students combined with other information researched in the library to draft essays on assigned topics, i.e., an andragogical approach. Grading of the essays constituted 75% of a student's performance evaluation, with participation in class discussions making up the remaining 25%. There was no significant difference in overall performance outcome between the two sections (P > 0.47). Students from both sections valued the lectures, even though they served a different purpose in each section. However, overall the student rating of section 02 was significantly higher than that of section 01 (P < or = 0.05). This reflected different teaching methods rather than different teachers, because the ratings of the two instructors were virtually identical (P > 0.98). These results suggest that a combined pedagogical and andragogical approach is an acceptable model for teaching introductory physiology.
教学法和成人教学法分别是基于被动学习和主动学习的教育模式。本项目比较了本科生理学课程中两个均衡的班级。两个班级都采用讲授法来呈现基础材料。01班的学生接受了多项选择题考试，这是一种教学程序，用于对讲座内容进行成绩评估。在02班，讲座被用作信息来源，学生将其与在图书馆研究的其他信息相结合，就指定主题撰写论文，即采用成人教学法。论文评分占学生成绩评估的75%，课堂讨论参与度占其余的25%。两个班级的总体成绩结果没有显著差异（P>0.47）。两个班级的学生都重视讲座，尽管讲座在每个班级中发挥的作用不同。然而，总体而言，02班的学生评分显著高于01班（P≤0.05）。这反映了不同的教学方法而非不同的教师，因为两位教师的评分几乎相同（P>0.98）。这些结果表明，教学法和成人教学法相结合的方法是教授生理学入门课程的一种可接受的模式。
