摘要：“Inventing” rather than the traditional “tell and practice” approach to teaching has been shown to promote deeper learning and increase retention time in students in addition to other benefits. Presented here are the results of a study on the effectiveness of the Reverse Journal Assignment; a learning tool designed to guide fourth year university students to ‘invent’ the rules of scientific writing and data analysis in two targeted article sections: Materials and Methods and Results; sections where student performance was identified as weak. The results show an improvement in the performance of students in these areas after having completed the Assignment, indications of higher level learning, and positive attitudes towards the value of the Assignment as a learning tool.
其他摘要：“Inventing” rather than the traditional “tell and practice” approach to teaching has been shown to promote deeper learning and increase retention time in students in addition to other benefits. Presented here are the results of a study on the effectiveness of the Reverse Journal Assignment; a learning tool designed to guide fourth year university students to ‘invent’ the rules of scientific writing and data analysis in two targeted article sections: Materials and Methods and Results; sections where student performance was identified as weak. The results show an improvement in the performance of students in these areas after having completed the Assignment, indications of higher level learning, and positive attitudes towards the value of the Assignment as a learning tool.
