非専攻の生物学のコースの作成:パーソナスは,学部意思決定の定義に役立ちます
Shweta Lahiri1, Austin Heil2, Alex Daniels3
1Department of Math, Science, and Social Studies Education, University of Georgia, GA 30602.
CBE life sciences education
|September 2, 2025
まとめ
非専攻の生物学コースを教える学部では,社会科学の問題 (SSI) よりもコンテンツを優先することが多い. 科学教育と意思決定のスキルを向上させるため 専門的な発展を促すことができます
科学分野:
- 生物学教育
- 科学における社会科学問題
背景:
- 一般教育の科学コースは,科学的な知識を学生の生活と結びつけ,情報に基づいた意思決定を行うことを目的としています.
- しかし,これらのコースはしばしば基本的な概念に焦点を当てており,関連性や効果的な意思決定スキルを促進することができません.
研究 の 目的:
- 非専攻の生物学のコースの構造化における教員の理屈を理解する.
- これらのコースにおける社会科学問題 (SSI) と科学的な能力の優先順位を調査する.
主な方法:
- 生物学を専攻しない 35人の教員とのインタビュー
- クラスター分析は,教員の教学アプローチのテーマと特徴を特定します.
主要な成果:
- コースの構造化における教員の決定に影響を与える要因を特定した.
- SSIとコンテンツを優先する教員を区別する架空の教員パーソンを開発しました.
結論:
- 専門的な専門職開発の設計に役立てることができる.
- 生徒の学習能力と意思決定能力を高めるため,非専攻の生物学におけるSSIと科学的な能力の教育を改善することができます.
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