Effects of Different Instructional Strategies: A case study of a university-level biology lab class

• Main Authors: Yue Tao, 陶岳
• Other Authors: MEI, HUI-CHING
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/4997y6

碩士 === 國立臺北教育大學 === 自然科學教育學系 === 107 === This research investigates three kinds of instructional methods applied on the college freshman biology experiment class. These three methods are 1. ’traditional instruction’, ‘student-centered instruction’ and ‘project-based learning’ respectively. Through students’ lab reports, observation of the researcher during the class and the feedback from students, this research analyzed the effectiveness, satisfaction, and the feedback of these three methods applied, and the result shows 1) only 60 to 70 percent of students with natural science education background have actual lab experience, and 20 to 30 percent with experience on data collection as well as presentation of doing individual project, 2) being absence from class gives negative impact on learning effectiveness, 3) ’traditional instruction’ results better ability on data analysis, followed by data collection, ‘student-centered instruction’ data analysis, followed by collaboration, and ‘project based learning’ data collection followed by collaboration. The result of this research also shows students are satisfied with all three kinds of instructional methods.