Assessment of educational modules based on the "How People Learn" framework delivered to biotechnology learners at two universities

被引：3

作者：

Giorgio, TD ^{[1
]}

Brophy, SP ^{[1
]}

Birol, G ^{[1
]}

McKenna, AF ^{[1
]}

Smith, HD ^{[1
]}

机构：

[1] Vanderbilt Univ, Dept Biomed Engn, Nashville, TN 37235 USA

来源：

SECOND JOINT EMBS-BMES CONFERENCE 2002, VOLS 1-3, CONFERENCE PROCEEDINGS: BIOENGINEERING - INTEGRATIVE METHODOLOGIES, NEW TECHNOLOGIES | 2002年

关键词：

educational tools; challenge-based learning; biotechnology education;

D O I：

10.1109/IEMBS.2002.1053469

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

New modular materials and methods for teaching biotechnology have been developed based on the 'How People Learn' (HPL) framework and classroom tested in a STAR Legacy sequence. Domain-specific questions targeting each of the learning objectives were used in a pre/post assessment strategy that seeks to measure the change in learner capabilities. One such pre/post assessment revealed a statistically significant increase in learner performance following intervention using HPL and modular materials. The same pre/post assessment yielded no increase in leaner performance on control learning objectives not addressed in the classroom. Our results suggest that this approach can produce satisfactory interrater correlation and is a sensitive measure of learner performance.

引用

页码：2642 / 2643

页数：2