用案例研究提高保护生物学本科生的批判性思维能力

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Case Studies in the Environment Pub Date : 2021-01-01 DOI:10.1525/cse.2021.1536396
Ana L. Porzecanski, A. Bravo, M. Groom, L. Dávalos, N. Bynum, B. J. Abraham, J. Cigliano, Carol Griffiths, D. Stokes, M. Cawthorn, Denny S. Fernández, Lauri Freeman, T. Leslie, T. Theodose, D. Vogler, E. Sterling
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引用次数: 5

摘要

批判性思维(CT)是21世纪有效保护所需的分析能力和系统思维能力的基础,但在大多数高等教育课程和项目中很少得到充分培养。许多教师担心,把时间花在过程技能上,会减损内容的收获,并努力以与课堂实践相关的方式定义CT技能。我们测试了一种在本科保护生物学课程中开发和评估CT的方法,使用案例研究来解决这两个挑战。我们开发了带有练习的案例研究,以支持内容学习目标和评估标准,以评估学生对内容和CT技能的学习。我们还开发了一种中期干预,在轻度和强化水平上提高学生的元认知能力,并询问干预水平是否影响学生的学习。来自五所院校的200多名学生的数据显示,在一个学期内,在轻度和强化干预下,学生的CT表现都有所提高,并且根据学生的初始表现和标题维度而变化。我们的研究结果展示了适应性和可扩展的方法,教师可以通过案例研究和相关练习,统一的规则,以及对他们的CT表现的支持反思,来提高本科生的CT处理技能。
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Using Case Studies to Improve the Critical Thinking Skills of Undergraduate Conservation Biology Students
Critical thinking (CT) underpins the analytical and systems-thinking capacities needed for effective conservation in the 21st century but is seldom adequately fostered in most postsecondary courses and programs. Many instructors fear that devoting time to process skills will detract from content gains and struggle to define CT skills in ways relevant for classroom practice. We tested an approach to develop and assess CT in undergraduate conservation biology courses using case studies to address both challenges. We developed case studies with exercises to support content learning goals and assessment rubrics to evaluate student learning of both content and CT skills. We also developed a midterm intervention to enhance student metacognitive abilities at a light and intensive level and asked whether the level of the intervention impacted student learning. Data from over 200 students from five institutions showed an increase in students’ CT performance over a single term, under both light and intensive interventions, as well as variation depending on the students’ initial performance and on rubric dimension. Our results demonstrate adaptable and scalable means for instructors to improve CT process skills among undergraduate students through the use of case studies and associated exercises, aligned rubrics, and supported reflection on their CT performance.
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来源期刊
CiteScore
1.40
自引率
12.50%
发文量
18
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