情境教學應用於組織學課程以提升學習興趣及成效-肝小葉模擬建構之案例

Abstract

組織學是一門由結構特性來了解生物組織及器官生理現象的學門，能幫助我們了解生理現象的作用機制。組織學也是其他許多學門的基礎，更是一門可以培養邏輯能力的學科，因為不同組織內組成的細胞類型及其空間建構模式與該組織的生理功能具有十分密切的相關性。然而，在教授組織學的經驗中發現學生們往往因不易建立對於結構與功能間相互關係的理解，因而認為組織學是一門枯燥無趣的課程，影響了學習興趣及成效。本計畫導入情境教學法讓學生在學習中能切身感受組織內細胞種類、空間結構與生理功能的密切相關性，培養學生了解組織結構與生理作用間邏輯關係，提升學習成效。在最終一堂課以肝臟的基本結構及功能單位”肝小葉”為實作範例，引領學生構想設計肝小葉的可能結構並實際操作建構所設計出的模型，藉以增進學生切身感受組織結構與功能的相關性。本計畫成果由課後問卷調查分析發現此教學方法確能提升學生的學習興趣，也更容易了解與吸收老師後續講授更詳細的相關內容。此外在學習成效方面，藉由比較與前3年學期考試中均有的關於描述肝小葉的問答題的回答狀況，發現答題率由平均69%提升至96%，分數也由平均3.73提升至5.82(總分10分)，顯示本計畫的教學模式的確增進學生學習效率。

Histology is the science of understanding the physiological phenomena of tissues and organs from the perspective of the structure and characteristics of cells harbored within. It is also a foundation of many other disciplines of biology. In addition, Histology is a discipline to cultivate students’ logical thinking as the cellular components of tissue and their structural arrangements are delicately intertwined with the biological function of the tissue. However, students often found Histology dry if they fail to understand the intricate relationship between structure and function. This research incorporates situated teaching and learning to guide students to appreciate the relationship between the structure of cellular components and the function of the tissue/organ, thus improving their performance in learning. In the final class of the semester, students were asked to picture the structure of the hepatic lobule (the structural and functional unit of the liver) and hand-build a model to illustrate their concepts. Based on the feedback survey after the class, this research project achieved the goals of enticing interest in learning and enhancing the understanding of the more detailed lecture materials given afterward. To further evaluate the impact of this research on students’ academic performance, the performances of answering similar assay questions about hepatic lobule in the academic exams of the past three years were analyzed. The results showed that the number of students answering the questions about hepatic lobule drastically increased from 69% to 96%. In addition, the average score increased from 3.73 to 5.82 (total score: 10). The data demonstrated that this project’s teaching model can enhance students’ learning efficiency and improve their academic performance.