Improving the effectiveness of a science classics-reading course through the use of micro-modules
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摘要The Chinese University of Hong Kong has launched two compulsory classics-reading courses for all students since 2012. One of these courses, In Dialogue with Nature, requires students to read science-related classics in order to cultivate their scientific mindset. There are evidences that the course has been highly regarded by the students in general. However, students without science background have been reportedly encountering difficulty in studying this course even though the course objective is to teach only the method, characteristics and influence of science but not the actual scientific knowledge. A set of micro-modules was developed to supplement these students with concepts that are deemed to be fundamental to the understanding of the classics. This presentation reports the statistical analysis of the effectiveness of the course as well as the micro-modules by two measurement tools. First, students’ self-reported perceptions on their achievements in the course were collected by the entry and exit surveys. Second, academic grades of the students were also utilized. The analysis shows strong signs of positive effects by the micro-modules to the actual users, the targeted groups of students, and the entire class. This finding suggests the importance of leveling students’ background understanding when cultivating their scientific mindset.
著者KIANG Kai Ming
會議名稱Australasian Science Education Research Association Conference 2016

上次更新時間 2018-22-01 於 09:23