过渡期. 过渡期. 过渡期. 过渡期. 过渡期. 两个高中支柱支持大学科学
Philip M Sadler1, Robert H Tai
1Department of Science Education, Harvard-Smithsonian Center for Astrophysics, Cambridge, MA 02138, USA. psadler@cfa.harvard.edu
概括
在学生专业之外的高中科学课程不会提高大学的科学成绩. 然而,强大的高中数学技能与大学入门科学课程的更好表现有关.
科学领域:
- 在STEM教育方面.
- 高等教育教学的教学.
背景情况:
- 在大学入门科学课程 (生物学,化学,物理) 中学生的成功对于STEM管道的进展至关重要.
- 高中课程的作用,特别是学科之外的科学,在预测大学准备的过程中是有争议的.
研究的目的:
- 研究高中科学课程选择与学生在基础大学科学科目中的表现之间的关联.
- 为了确定高中数学课程是否影响入门大学科学表现.
主要方法:
- 对学生学术记录的分析,将高中课程完成与特定科学科目中的大学平均成绩相关联.
- 统计建模用于控制混变量,并隔离高中数学和科学课程的影响.
主要成果:
- 没有发现高中科学课程的学科课程和大学生物学,化学或物理学的成绩的提高之间有显著的关联.
- 在高中数学课程的严谨度和完成度与大学入门科学课程的更好表现之间观察到积极的相关性.
结论:
- 高中科学课程选择,当在学生预期的专业之外时,可能不会为大学科学成功提供显著的学术优势.
- 强调强大的高中数学教育似乎是为学生准备入门大学级科学课程的更关键因素.
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