| dc.description.abstract | 生物科技是集結基礎與實用的跨領域知識。從教學現場發現現今生科教師重基礎、輕實用，造成學生重死背基礎知識，輕實際應用的現況。本計畫針對教學進行問題盤點，設計四大階段、七大主題翻轉現今教學模式，全面性導入分子診斷基礎、臨床研究學術應用知識與耗材、技術服務、儀器產業應用知識，建構多元教學模板。師資方面融入大學教師、臨床研究員及不同生技產業主管從不同面向進行專家傳授，且提出不同產業實際問題讓學生進行問題導向性學習。教學場域從傳統教室融入精密儀器中心讓學生了解分子診斷相關儀器的真實樣貌及應用，更到生技公司進行實地學習。最後規劃實作學習，針對蝦子不同部位取樣進行疾病診斷，評估何種部位診斷效果最佳。我們從每堂課SLIDO即時互動軟體之學生答對率結果發現隨教學模式改變，成績有上升趨勢。更使用準實驗研究法比較教學現場改變前 vs. 改變後學習回饋問卷及學生學年成績，發現成績隨教學模式改變而顯著上升。因此此計畫建構基礎知識、學術應用、產業應用三位一體的嶄新教學模版，不但改善生科教師重基礎、輕實用問題，更能提升學生學習成效。期許未來可以施行於生科各大課程，以解決生科學生重死背基礎知識，輕實際應用現況，引導學生了解生科價值。
Biotechnology is the transdisciplinary knowledge that combines basic knowledge and application knowledge. From the teaching scene, we found that the teachers in the biotechnology field focus on teaching basic knowledge but ignoring application knowledge. This teaching leads students to focus on memorizing basic knowledge but ignoring knowledge application. This project aims to find the problems in the teaching scene and then design four parts and seven themes to revolve the teaching condition to solve problems happened in current teaching scene. It comprehensively introduces the knowledges of academic application, clinical application, and industrial application to the teaching, which will construct a diversified teaching model. University professor, clinical researchers, and biotechnological industry’s managers (i.e., the managers of biotechnological industries, including consumable product industry, technical services industry, and instrument development industry) are invited as teachers to teach their expert experience from different aspects and show novel technologies of biotechnology to students, which will execute expert teaching method. These experts also will provide the questions happened in real conditions to ask students to find the answers, and the process will help students to execute problem based learning and exploratory learning. Moreover, we also will lead students to visit precision instrumentation center to learn how diagnostic instrumentation to be used and visit biotechnological industry to learn how biotechnology knowledges to be applied in biotechnological industry, which executes field-based learning. Finally, we design the experiments to lead students to learn how to use biotechnology for shrimp disease diagnosis to execute hands-on learning. By using real-time SLIDO teaching software to observe the students’ learning status in each course, we found the correct response rate is enhanced along with teaching project executing. At the ending of this project, we used the quasi-experimental research method to compare learning feedback questionnaires scores and student semester scores before the change of teaching scene vs. those after the change of teaching scene. The results demonstrated a significant improvement in student’s study efficiency after this teaching program is executed. Therefore, we establish the novel teaching model that integrates basic knowledge, academic application, clinical application and industrial application. This teaching model not only solves the current problems in biotechnological teachings (i.e., emphasizing basic knowledge but ignoring application knowledge) but also improves the student’s study efficiency in the course. We hope to apply this teaching model to all major courses in the field of biotechnology in the future to prevent student to focus on memorizing basic knowledge and ignoring application knowledge and guide students to know the values of biotechnology, and then help Taiwan to cultivate biotech talents. | en_US |
