Student Perceptions of a Framework for Facilitating Transfer from Lessons to Exams, and the Relevance of This Framework to Published Lessons

Autor/inn/en	Evans, Dilan P.; Jenkins, Lekelia D.; Crowther, Gregory J.
Titel	Student Perceptions of a Framework for Facilitating Transfer from Lessons to Exams, and the Relevance of This Framework to Published Lessons
Quelle	In: Journal of Microbiology & Biology Education, 24 (2023) 1, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Crowther, Gregory J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7877
Schlagwörter	Student Attitudes; Microbiology; Science Instruction; Science Tests; Responses; Lesson Plans; Transfer of Training; Criticism; Teaching Methods; Undergraduate Students; Test Preparation + Suchen Sie Ihr Suchwort? Schülerverhalten; Mikrobiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Training; Transfer; Ausbildung; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A main goal of academic courses is to help students acquire knowledge and skills that they can transfer to multiple contexts. In this article, we (i) examine students' responses to test question templates (TQTs), a framework intended to facilitate transfer, and (ii) determine whether similar transfer-promoting strategies are commonly embedded in published biology lessons. In study 1, in surveys administered over several academic quarters, students consistently reported that TQTs helped them transfer course content to exams and the real world; that multiple (two to five) examples were generally needed to understand a given TQT, leading >40% students to create their own additional examples; and that TQTs would be helpful in other science courses. In study 2, among 100 peer-reviewed lessons published by CourseSource or the National Center for Case Study Teaching in Science (NCCSTS), less than 5% of lessons gave students advice about exams or helped students create additional practice problems. The latter finding is not meant as criticism of these excellent lessons, which are a boon to the biology education community. However, with TQT-like prescriptions generally absent from peer-reviewed lessons, biology instructors may wish to supplement the lessons with TQT-like strategies to explicitly connect the material to subsequent exams. (As Provided).
Anmerkungen	American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01