STEMの多様性を達成する:教室を整える
Jo Handelsman1, Sarah Elgin2, Mica Estrada3
1Wisconsin Institute for Discovery and Department of Plant Pathology, University of Wisconsin-Madison, Madison, WI, USA.
まとめ
時代遅れの教育アプローチは 学生を不利な立場に置き,差別の一種となります. この研究は,従来の教育方法が学習環境における不平等を永続化させる可能性について考察しています.
科学分野:
- 教育
- 社会学
- 教育学
背景:
- 伝統的な教学方法は広く使用されているが,多様な学習のニーズを満たすことはできない.
- 時代遅れの教育アプローチが不公平な教育体験を生み出す可能性について懸念があります.
研究 の 目的:
- 時代遅れの教学方法が 差別の一種として見なされるか 分析する
- 伝統的な教育が生徒の成績や平等に与える影響を調査する.
主な方法:
- 教育理論と差別法の文献レビュー
- 伝統的な vs 現代の教学戦略の比較分析
- 異なる教育環境における生徒の経験を調査するケーススタディ
主要な成果:
- 教育における"万全"のアプローチは 特定の生徒のグループを不利にしていると 証拠が示しています
- 時代遅れの方法では ニューロンの多様性や 学習の様式を考慮できず 不平等が生じます
- 差別的な効果は学業成績や 学習参加度数で観察されています
結論:
- 教育機関は 包摂性を確保し 差別を防ぐために 教え方を更新しなければなりません
- 公平な学習には 学生を中心とした近代的な教育法を 採用することが不可欠です
- 公正な教育制度を育むには 時代遅れの教学慣行を取り除くことが不可欠です
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