Over half of the undergraduate students entering physiology hold a misconception concerning how breathing pattern changes when minute ventilation increases. Repair of this misconception was used as a measure to compare the impact of three student laboratory protocols on learning by 696 undergraduate students at 5 institutions. Students were tested for the presence of the misconception before and after performing a laboratory activity in which they measured the effect of exercise on tidal volume and breathing frequency. The first protocol followed a traditional written "observe and record" ("cookbook") format. In the second treatment group, a written protocol asked students to complete a prediction table before running the experiment ("predictor" protocol). Students in the third treatment group were given the written "predictor" protocol but were also required to verbalize their predictions before running the experiment ("instructor intervention" protocol). In each of the three groups, the number of students whose performance improved on the posttest was greater than the number of students who performed less well on the posttest (P < 0.001). Thus the laboratory protocols helped students correct the misconception. However, the remediation rate for students in the "instructor intervention" group was more than twice that observed for the other treatment groups (P < 0.001). The results indicate that laboratory instruction is more effective when students verbalize predictions from their mental models than when they only "discover" the outcome of the experiment.

译文

超过一半的进入生理学的本科生对每分钟通气量增加时呼吸方式如何变化持误解。修复这种误解被用作比较三种学生实验室协议对5所机构的696名本科生学习的影响的一种措施。在进行实验室活动之前和之后,对学生进行了误解的测试,以测量运动对潮气量和呼吸频率的影响。第一个协议遵循传统的书面 “观察和记录” (“食谱”) 格式。在第二个治疗组中,书面协议要求学生在运行实验之前完成预测表 (“predictor” 协议)。第三治疗组的学生获得了书面的 “预测器” 协议,但在进行实验之前,还需要对他们的预测进行表达 (“讲师干预” 协议)。在三组中的每一组中,在后测试中表现改善的学生人数均大于在后测试中表现不佳的学生人数 (P <0.001)。因此,实验室规程帮助学生纠正了误解。但是,“讲师干预” 组学生的修复率是其他治疗组的两倍以上 (P <0.001)。结果表明,当学生从心理模型中表达预测时,实验室教学比仅 “发现” 实验结果时更有效。

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