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Zotero as a teaching tool for independent study courses, honors contracts, and undergraduate research mentoring. 将 Zotero 作为独立研究课程、荣誉合同和本科生研究指导的教学工具。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-19 DOI: 10.1128/jmbe.00132-24
Dyan E Morgan

Managing and evaluating the literature review process can be a time-consuming challenge when working one-on-one with students to teach scientific process skills, whether through an independent study, honors contract, or undergraduate research. In this article, I share my solution to address the pedagogical and organizational challenge posed by this type of teaching and mentoring: the citation management software Zotero used in conjunction with a template worksheet. Overall, this approach will save time, introduce students to a new multipurpose software tool, and lead to a set of reusable resources for future teaching.

无论是通过独立学习、荣誉合同还是本科生研究,在与学生一对一合作传授科学过程技能时,管理和评估文献综述过程都是一项耗时的挑战。在本文中,我将分享我的解决方案,以解决此类教学和指导所带来的教学和组织方面的挑战:将引文管理软件 Zotero 与模板工作表结合使用。总之,这种方法可以节省时间,向学生介绍一种新的多功能软件工具,并为今后的教学提供一套可重复使用的资源。
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引用次数: 0
A case study to engage students in evolutionary thinking around antibiotic resistance using the MEGA-plate experiment. 利用 MEGA-plate 实验让学生围绕抗生素耐药性进行进化思考的案例研究。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-16 DOI: 10.1128/jmbe.00039-24
Stephanie A Carr, Stephanie L Mathews, Justin A Pruneski, Nikolas M Stasulli

In this article, we describe curricular materials developed to engage undergraduate students in evolutionary thinking around antibiotic resistance using the MEGA-plate experiment (Microbial Evolution and Growth Arena). This elegant and visual experiment, developed by the Kishony Lab, shows the development of antibiotic resistance on the timescale of hours and days. It not only provides important biological insights but also captures students' attention, making it a very useful tool for education. While a short video describing the method and major results has already been widely used in the classroom setting, our case study connects details of the methods and results of the MEGA-plate experiment and antibiotic resistance to core biological concepts. The interrupted case study consists of four major parts: 1) an opening hook activity to capture students' attention and introduce the antibiotic crisis, 2) a jigsaw activity to research different classes of antibiotic targets and the resistance mechanisms that can arise, 3) a discussion of antibiotic resistance in real-time using the MEGA-plate experiment video, and 4) three different options for students to dive deeper into the experimental data from the MEGA-plate research article. These components are modular and can be used in many different combinations to reach different audiences or connect to other topics related to microbiology, evolution, or genetics.

在这篇文章中,我们介绍了利用 MEGA 板实验(微生物进化与生长竞技场)让本科生围绕抗生素耐药性进行进化思考而开发的课程材料。这个由基肖尼实验室开发的实验优雅而直观,以小时和天为时间尺度展示了抗生素耐药性的发展过程。它不仅能提供重要的生物学启示,还能吸引学生的注意力,是非常有用的教学工具。虽然介绍实验方法和主要结果的视频短片已在课堂教学中广泛使用,但我们的案例研究将 MEGA-plate 实验方法和结果的细节以及抗生素耐药性与核心生物学概念联系起来。被打断的案例研究由四个主要部分组成:1)开场钩子活动,吸引学生的注意力并介绍抗生素危机;2)拼图活动,研究不同类别的抗生素靶标和可能产生的抗药性机制;3)使用 MEGA-plate 实验视频实时讨论抗生素抗药性;4)三种不同的选项,供学生深入研究 MEGA-plate 研究文章中的实验数据。这些组件都是模块化的,可以进行多种不同的组合,以满足不同受众的需求,或与微生物学、进化论或遗传学相关的其他主题联系起来。
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引用次数: 0
Exam reform: an opportunity for the redistribution of academic power. 考试改革:学术权力重新分配的契机。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-16 DOI: 10.1128/jmbe.00119-24
Gregory J Crowther, Benjamin L Wiggins

Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to further the understanding of exam practices that can unjustly hold students back. Through theory and practical examples, we consider the numerous ways in which power manifests both on and off the pages of the exams themselves, as well as ways in which power is consolidated away from students through logistical norms and tradeoffs. Centering the "rules of the culture of power" as delineated by Dr. Lisa Delpit, we reflect on exam practices that prioritize faculty voice and faculty convenience above student learning and student identity. We share some of what we have learned from our students as part of a call to improve STEM education by relinquishing some of our exam-related power over students, redistributing it to students so that they have more power to shape their own education.

科学、技术、工程和数学(STEM)专业的学生深知伴随着大学考试而来的压力、挑战和努力。作为科技、工程和数学课堂教学中一个广为人知的特点,高风险评估是塑造职业准备和动力的重要文化途径。在这篇文章中,我们将围绕 STEM 考试确定并讨论权力问题,以进一步了解可能不公正地阻碍学生的考试做法。通过理论和实际案例,我们考虑了权力在考试本身内外的众多表现形式,以及通过后勤规范和权衡从学生手中夺走权力的方式。围绕丽莎-德尔皮特博士(Dr. Lisa Delpit)提出的 "权力文化规则",我们反思了将教师的话语权和教师的便利性置于学生学习和学生身份之上的考试做法。我们分享了从学生身上学到的一些东西,呼吁通过放弃我们对学生的一些与考试相关的权力,将其重新分配给学生,使他们有更多的权力来塑造自己的教育,从而改善 STEM 教育。
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引用次数: 0
Fostering community discussions and building a toolkit for mental health and wellness in STEM. 促进社区讨论,并为科学、技术、工程和数学领域的心理健康和幸福建立一个工具包。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-16 DOI: 10.1128/jmbe.00089-24
Danielle R Williams, D'Anne Duncan, Mallory M Rice, Erica L Sanchez

Mental health interventions can help mitigate the unique challenges that individuals in Science, Technology, Engineering, and Mathematics (STEM) face as they navigate these disciplines. We developed the "Mental Health and Wellness: Our Community and our Identity in STEM" workshop, which emphasizes leveraging our STEM community and promoting self-compassion, to foster a conversation among members of the STEM community on how to support mental health and wellness. This interactive workshop begins with a short lecture to define mental health and wellness and introduce evidence-based methods to increase self-compassion. Participants, who are often from diverse backgrounds and various career stages, then explore case studies that highlight experiences related to mental health across STEM career stages. Pre- and post-assessments of workshop participants suggest that participants had positive shifts in their ability to show compassion toward themselves as well as an increased comfort in discussing mental health within their STEM community. This workshop not only provided participants with practical tools and insights but also cultivated a supportive environment, underscoring the importance of mental health awareness and collective well-being within STEM fields. In this paper, we share tips on how this workshop was executed and lessons we have learned from our years of sharing similar workshops in the broader STEM community. We hope this paper serves as a valuable guide for potential facilitators to initiate conversations about mental health and wellness in their respective STEM spaces.

心理健康干预措施可以帮助减轻科学、技术、工程和数学(STEM)专业人员在学习这些学科时所面临的独特挑战。我们开发了 "心理健康与幸福:我们的社区和我们在 STEM 中的身份 "研讨会,该研讨会强调利用我们的 STEM 社区和促进自我同情,以促进 STEM 社区成员之间就如何支持心理健康和幸福展开对话。这个互动研讨会首先通过一个简短的讲座来定义心理健康和幸福,并介绍提高自我同情的循证方法。参与者通常来自不同的背景和不同的职业阶段,他们随后将探讨案例研究,重点介绍与 STEM 职业阶段的心理健康有关的经验。对研修班学员进行的前后评估表明,学员们在对自己表示同情的能力方面有了积极的转变,在科学、技术、工程和数学社区内讨论心理健康问题时也更加从容了。本次研讨会不仅为参与者提供了实用的工具和见解,还营造了一个相互支持的环境,强调了 STEM 领域心理健康意识和集体福祉的重要性。在本文中,我们将分享如何开展此次研讨会的技巧,以及我们多年来在更广泛的 STEM 社区分享类似研讨会的经验教训。我们希望本文能为潜在的主持人提供有价值的指导,帮助他们在各自的 STEM 领域发起有关心理健康和幸福的对话。
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引用次数: 0
"They helped me through the semester": electronic instructor messages can foster the instructor-student relationship. "他们帮助我度过了这个学期":电子教员信息可以促进教员与学生之间的关系。
IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-04-25 Epub Date: 2024-03-28 DOI: 10.1128/jmbe.00004-24
Courtney Murray, Jennifer Osterhage

Building rapport between instructors and students is a challenge, especially in large classes and in online environments. Previous work has shown that non-content Instructor Talk can foster positive student-teacher relationships, but less is known about non-content talk in electronic instructor messages. Here, we used the established Instructor Talk framework to craft positively phrased electronic messages that were sent through the course's learning management system to students enrolled in an introductory biology course at a large public institution. We examined both close- and open-ended survey responses (n = 226) to assess students' perceptions of the electronic messages, the course, and their instructor. Of the established Instructor Talk categories, the building student/instructor relationship category was most memorable to students. Encouragingly, 61% of students indicated they "liked the course more" and 88% indicated they "liked the instructor more" in response to the electronic messages. This demonstrates that implementing positively phrased Instructor Talk into electronic communication is an effective way to build rapport between instructors and students.

在教师和学生之间建立融洽的关系是一项挑战,尤其是在大班教学和网络环境中。以前的研究表明,非内容性的 "教师谈话 "可以促进积极的师生关系,但对电子教师信息中的非内容性谈话却知之甚少。在此,我们使用已建立的 "教师谈话 "框架来制作积极措辞的电子信息,通过课程的学习管理系统发送给在一所大型公立院校学习生物入门课程的学生。我们检查了封闭式和开放式调查问卷的回复(n = 226),以评估学生对电子信息、课程和教师的看法。在既定的 "教师谈话 "类别中,"建立学生/教师关系 "类别最令学生难忘。令人鼓舞的是,61% 的学生表示他们 "更喜欢这门课程了",88% 的学生表示他们 "更喜欢教员了"。这表明,在电子通讯中使用积极的 "教师谈话 "是在教师和学生之间建立融洽关系的有效方法。
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引用次数: 0
Peer mentorship and academic supports build sense of community and improve outcomes for transfer students. 朋辈导师制和学术支持建立了社区意识,提高了转学生的学习成绩。
IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-04-25 Epub Date: 2024-02-27 DOI: 10.1128/jmbe.00163-23
Jennifer Teshera-Levye, Heather D Vance-Chalcraft

The experience of transferring to a 4-year college, especially in STEM programs, can be particularly challenging for students. While much of the onus for preparing students for transfer has been placed on community colleges, the 4-year institutions to which students transfer have critical roles to play. With this in mind, we established the Pre-transfer Interventions, Mentoring, and Experience in Research (PRIMER) program to support students transferring into the biology department at our university. The design of this program is based around the key elements of Schlossberg's Transition Theory, focusing on the support and strategies elements of the theory. Through a weekly academic skill course, peer mentoring, and informal academic and social supports, our goals were for students to increase their involvement in the campus community and to increase their use of academic support resources. We used qualitative and quantitative assessments to compare sense of community and use of campus resources between students who participated in our program and others. We found that students in our program strongly increased their sense of community during the semester compared to other students and used campus resources at a higher rate. Our insights from the PRIMER program can help others in developing programs to support transfer students in biology departments.

转学到四年制大学,尤其是 STEM 课程,对学生来说是一个特别具有挑战性的经历。虽然社区学院承担着为学生转学做好准备的重任,但学生转入的四年制院校也发挥着至关重要的作用。有鉴于此,我们制定了转学前干预、指导和研究经验(PRIMER)计划,为转入我校生物系的学生提供支持。该计划的设计以施洛斯伯格的转学理论的关键要素为基础,重点关注理论中的支持和策略要素。通过每周一次的学术技能课程、同伴指导以及非正式的学术和社会支持,我们的目标是让学生更多地参与到校园社区中来,并更多地利用学术支持资源。我们通过定性和定量评估,比较了参加我们项目的学生和其他学生的社区意识和对校园资源的使用情况。我们发现,与其他学生相比,参加我们项目的学生在本学期的社区意识得到了很大的提高,使用校园资源的比例也更高。我们从 PRIMER 项目中获得的启示可以帮助其他人制定支持生物系转学生的项目。
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引用次数: 0
Student definitions of ownership and perceived ways ownership influences writing in a biology laboratory class. 在生物实验课上,学生对自主权的定义以及自主权对写作的影响。
IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-04-25 Epub Date: 2024-03-15 DOI: 10.1128/jmbe.00197-23
Anqi Yang, Lisa McDonnell

Laboratory courses offer a unique opportunity, and sometimes challenge, to engage students in projects where they can experience ownership and authentic science practices. An important science practice is writing, which can lead to increased learning about concepts and science communication. Experiencing a sense of ownership in research can lead to various student outcomes, such as increased motivation, greater interest in research, and higher retention in STEM fields. Although previous work has extracted aspects of ownership from students' descriptions of research experiences, studies have not examined directly how students define and perceive ownership. In addition, we do not have a clear idea of whether a sense of ownership is related to student attitudes toward scientific writing in a lab course setting. To better understand the relationship between ownership and writing directly from students' perspectives, we used analysis of student responses to surveys and interviews in an upper-division laboratory course. Using a grounded theory approach for the analysis of 167 survey responses and 9 interviews, we found that students have varying perceptions of project ownership, with the most frequent being opportunities to contribute ideas and shape the project (autonomy), doing the work, and leadership. Students largely perceived that increased ownership had positive influences on their writing, such as increased understanding and thinking, freedom in writing, and increased motivation. Learning about how students perceive ownership in the context of a lab course is useful for considering how lab course structure may support the development of a sense of ownership and may influence how we can engage students in meaningful writing practices.

实验课程提供了一个独特的机会,有时也是挑战,让学生参与到项目中,让他们体验到主人翁精神和真实的科学实践。写作是一项重要的科学实践,它可以促进概念学习和科学交流。在研究中体验到主人翁意识,可以使学生取得各种成果,如提高学习动力、增强研究兴趣、提高在 STEM 领域的保留率等。虽然以往的研究已经从学生对研究经历的描述中提取了主人翁意识的各个方面,但还没有研究直接考察学生是如何定义和感知主人翁意识的。此外,我们还不清楚自主意识是否与学生在实验课程环境中对科学写作的态度有关。为了直接从学生的角度更好地理解自主权与写作之间的关系,我们对高年级实验课程中学生的问卷调查和访谈进行了分析。我们采用基础理论方法分析了 167 份调查问卷和 9 个访谈,发现学生对项目自主权的看法各不相同,最常见的看法是有机会贡献想法和塑造项目(自主权)、完成工作和领导权。学生们普遍认为,主人翁意识的增强会对他们的写作产生积极的影响,如增加理解和思考、写作的自由度以及提高写作的积极性。了解学生如何看待实验课程中的主人翁意识,有助于考虑实验课程的结构如何支持主人翁意识的发展,并影响我们如何让学生参与有意义的写作实践。
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引用次数: 0
Place-based climate change: lowering students' psychological distance through a classroom activity. 基于地方的气候变化:通过课堂活动降低学生的心理距离。
IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-04-25 Epub Date: 2024-03-22 DOI: 10.1128/jmbe.00168-23
Jessica Duke, Emily A Holt

Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

心理距离(PD)可能会成为学生感知气候变化影响和严重性的障碍。使用基于地点的方法将气候变化本地化,是教师构建课程以帮助消除学生心理距离障碍的一种方法,尤其是从空间和社会的角度来看。我们创建了一种新颖的课堂干预措施,其中融入了基于地方的教育元素和科学教学改革经验模式,旨在降低生物系本科生对气候变化的空间和社会距离感。我们的研究问题旨在确定在我们采取干预措施后,学生的PD是否发生了变化,以及干预措施之外的变量是否可能促成我们所发现的变化。为了衡量我们干预措施的效果,我们进行了一项调查,其中包含几种工具来衡量学生在干预前后对气候变化的认识和心理距离。我们发现,在参与课堂干预后,学生对气候变化的心理距离有所下降。此外,课程水平是我们发现的唯一能预测学生活动后得分的外部变量。参加我们的活动降低了学生的空间和社会心理距离,这可能会影响到课堂之外,因为这些学生将成为下一代科学家和选民。
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引用次数: 0
A hypothesis-based hop microbiology laboratory module testing the plausibility of the mythical origin of the India Pale Ale. 基于假说的酒花微生物学实验模块,测试印度淡色啤酒神话起源的合理性。
IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-04-25 Epub Date: 2024-04-09 DOI: 10.1128/jmbe.00020-24
Julio Molina Pineda, Amanda N Scholes, Jeffrey A Lewis

As one of the most famous fermented drinks in the world, beer is an especially relatable topic for microbiology courses. Here, we describe a short and easily adaptable module based on the antibacterial properties of hops used in brewing. By the 15th century, beer recipes included hops (the flower of the Humulus lupulus plant) as a bittering agent and antimicrobial. By the 19th century, the highly hopped Indian Pale Ale (IPA) became popular, and a modern myth has emerged that IPAs were invented to survive long ocean voyages such as from Britain to India. With that myth in mind, we designed a hypothesis-driven microbiology lab module that tests the plausibility of this brewing myth-namely that highly hopped beers possess enough antibacterial activity to prevent spoilage, while lowly hopped beers do not. The overall design of the module is to test the antimicrobial properties of hops using petri plates containing varying concentrations of hop extract. The module includes hypothesis generation and testing related to bacterial physiology and cell envelope morphology (hops are not equally effective against Gram-positive and Gram-negative bacteria) and to mechanisms of antimicrobial resistance (as beer spoilage bacteria have repeatedly evolved hop resistance). Pre- and post-assessment showed that students made significant gains in the learning objectives for the module, which encourages critical thinking and hypothesis testing by linking microbial physiology and antimicrobial resistance to an important and topical real-world application.

作为世界上最有名的发酵饮料之一,啤酒是微生物学课程中一个特别贴近生活的话题。在此,我们将介绍一个简短且易于调整的模块,该模块基于啤酒酿造中使用的啤酒花的抗菌特性。到了 15 世纪,啤酒配方中就加入了啤酒花(胡麻属植物的花)作为苦味剂和抗菌剂。到了 19 世纪,酒花含量很高的印度淡色艾尔啤酒(IPA)开始流行起来,并出现了一个现代神话,说发明 IPA 是为了在从英国到印度的漫长远洋航行中生存下来。考虑到这一神话,我们设计了一个假设驱动的微生物学实验模块,以测试这一酿造神话的合理性--即高酒花啤酒具有足够的抗菌活性以防止变质,而低酒花啤酒则没有。该模块的总体设计是使用含有不同浓度啤酒花提取物的培养皿来测试啤酒花的抗菌特性。该模块包括与细菌生理学和细胞包膜形态(啤酒花对革兰氏阳性菌和革兰氏阴性菌的作用不尽相同)以及抗菌剂耐药性机制(啤酒腐败菌已多次进化出啤酒花耐药性)有关的假设生成和测试。课前和课后评估显示,学生在该模块的学习目标方面取得了显著进步。该模块通过将微生物生理学和抗菌药耐药性与重要的现实应用联系起来,鼓励批判性思维和假设检验。
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引用次数: 0
Let's talk posters: a novel role-playing activity to prepare undergraduate researchers for poster presentations. 让我们来谈谈海报:为本科研究人员准备海报展示的新颖角色扮演活动。
IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-03-29 DOI: 10.1128/jmbe.00178-23
Meghan Dillon, Julia Gerstman, Alexandria Scarcella, Meghan Mantz, Courtney Kleeschulte, Caitlin J Light

Calls to increase undergraduate involvement in research have led to a significant increase in student participation via course-based undergraduate research experiences (CUREs). These CUREs provide students an authentic research experience, which often involves dissemination of research by public speaking. For instance, the First-year Research Immersion (FRI) program at Binghamton University is a three-semester CURE sequence that prepares students for scientific research and effective communication of their findings. After one semester of research, students from the FRI program are tasked with presenting their research to hundreds of faculty members, staff, friends, and family at the annual FRI poster session. However, our students, and undergraduates in general, report high anxiety and fear around public speaking such as this. To better prepare our students for public speaking at a research poster session, we developed a workshop that includes a novel role-play activity to mimic a fast-paced poster session or conference in order to address students' fears and increase confidence levels. The role-play activity gives students iterative practice such that they are prepared for the realities of a poster session including variation of poster attendees. During the activity, students switch roles between presenter and audience member. In the role of an audience member, students are given Pokèmon-like role-playing cards that explain the traits and abilities of various types of poster-goers that students might come across (faculty in and out of discipline, staff, family, friends, etc.). Students improvise and enact their card-assigned role as they engage with their classmates who are practicing their poster presentations. To assess student outcomes, students were given three surveys: pre-activity, post-activity, and post-poster presentation. Immediately following the activity, 64% of students reported the highest level of confidence, and following the poster session, 93% of students reported extreme confidence in their poster presentation abilities. These data show that this role-play activity can help address student confidence and better prepare students to communicate their research.

关于提高本科生参与研究的呼声,使得通过基于课程的本科生研究体验(CURE)参与研究的学生人数大幅增加。这些 CURE 为学生提供了真实的研究体验,通常包括通过公开演讲传播研究成果。例如,宾汉姆顿大学的一年级研究沉浸(FRI)项目是一个为期三个学期的 CURE 序列,旨在帮助学生为科学研究和有效交流研究成果做好准备。经过一个学期的研究,FRI 项目的学生要在 FRI 年度海报展示会上向数百名教职员工、朋友和家人展示他们的研究成果。然而,我们的学生和一般的本科生都对这样的公开演讲感到焦虑和恐惧。为了让学生更好地为在研究海报会议上的公开演讲做好准备,我们开发了一个工作坊,其中包括一个新颖的角色扮演活动,模拟快节奏的海报会议或大会,以消除学生的恐惧心理,增强他们的自信心。角色扮演活动为学生提供了反复练习的机会,使他们能够应对海报会议的实际情况,包括海报参与者的变化。在活动中,学生会在主持人和观众之间转换角色。在扮演观众时,学生会得到类似神奇宝贝的角色扮演卡片,卡片上说明了学生可能遇到的各种类型的海报观众(学科内外的教师、员工、家人、朋友等)的特征和能力。学生在与正在练习海报展示的同学互动时,即兴扮演并演绎卡片上指定的角色。为了评估学生的成果,对学生进行了三次调查:活动前、活动后和海报展示后。活动结束后,64% 的学生表示自信心达到了最高水平;海报展示后,93% 的学生表示对自己的海报展示能力非常自信。这些数据表明,这种角色扮演活动有助于解决学生的自信心问题,让学生为交流研究成果做好更好的准备。
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引用次数: 0
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Journal of Microbiology & Biology Education
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