{"title":"用类比法改进大学生命科学教学:研究生助教课程的启示。","authors":"Sara Petchey, David Treagust, Kai Niebert","doi":"10.1187/cbe.22-07-0142","DOIUrl":null,"url":null,"abstract":"<p><p>concepts dominate university science teaching, and much of this content is taught without sufficient connection to students' prior knowledge or everyday experiences. As this can be problematic for students, the aim of this research was to determine the utility and effectiveness of a professional development module on using analogies to make these important connections for learning. We conducted qualitative content analysis of analogies in teaching plans designed by 75 graduate teaching assistants who participated in the module between 2018 and 2021. The module is part of a course on Teaching Science at University (TSU) and pairs cognitive science with a structured analogy design tool, originally developed for K-12 education. Most course participants used the tool systematically and developed analogies linking abstract science target concepts with students' everyday experiences; however, some analogies contained a high cognitive load or unaddressed anthropomorphic logic that might negatively impact learning. Participants' reflections on their learning in the module suggested a new awareness of the need for planning and for active student discussion of analogies, particularly where they break down. This research has shown that TSU's stepwise guidance using a structured pedagogical tool for planning and teaching with analogies is highly suitable for higher education.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/48/2f/cbe-22-ar24.PMC10228267.pdf","citationCount":"0","resultStr":"{\"title\":\"Improving University Life Science Instruction with Analogies: Insights from a Course for Graduate Teaching Assistants.\",\"authors\":\"Sara Petchey, David Treagust, Kai Niebert\",\"doi\":\"10.1187/cbe.22-07-0142\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>concepts dominate university science teaching, and much of this content is taught without sufficient connection to students' prior knowledge or everyday experiences. As this can be problematic for students, the aim of this research was to determine the utility and effectiveness of a professional development module on using analogies to make these important connections for learning. We conducted qualitative content analysis of analogies in teaching plans designed by 75 graduate teaching assistants who participated in the module between 2018 and 2021. The module is part of a course on Teaching Science at University (TSU) and pairs cognitive science with a structured analogy design tool, originally developed for K-12 education. Most course participants used the tool systematically and developed analogies linking abstract science target concepts with students' everyday experiences; however, some analogies contained a high cognitive load or unaddressed anthropomorphic logic that might negatively impact learning. Participants' reflections on their learning in the module suggested a new awareness of the need for planning and for active student discussion of analogies, particularly where they break down. This research has shown that TSU's stepwise guidance using a structured pedagogical tool for planning and teaching with analogies is highly suitable for higher education.</p>\",\"PeriodicalId\":56321,\"journal\":{\"name\":\"Cbe-Life Sciences Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/48/2f/cbe-22-ar24.PMC10228267.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cbe-Life Sciences Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1187/cbe.22-07-0142\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cbe-Life Sciences Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1187/cbe.22-07-0142","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Improving University Life Science Instruction with Analogies: Insights from a Course for Graduate Teaching Assistants.
concepts dominate university science teaching, and much of this content is taught without sufficient connection to students' prior knowledge or everyday experiences. As this can be problematic for students, the aim of this research was to determine the utility and effectiveness of a professional development module on using analogies to make these important connections for learning. We conducted qualitative content analysis of analogies in teaching plans designed by 75 graduate teaching assistants who participated in the module between 2018 and 2021. The module is part of a course on Teaching Science at University (TSU) and pairs cognitive science with a structured analogy design tool, originally developed for K-12 education. Most course participants used the tool systematically and developed analogies linking abstract science target concepts with students' everyday experiences; however, some analogies contained a high cognitive load or unaddressed anthropomorphic logic that might negatively impact learning. Participants' reflections on their learning in the module suggested a new awareness of the need for planning and for active student discussion of analogies, particularly where they break down. This research has shown that TSU's stepwise guidance using a structured pedagogical tool for planning and teaching with analogies is highly suitable for higher education.
期刊介绍:
CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions.
LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.