在COVID-19大流行期间的社会科学学习:使用模型-证据链接图进行面对面和虚拟科学学习的比较
Nancy Gans1, Vivian Zohery2, Joshua B Jaffe1
1Department of Human Development and Quantitative Methodology, University of Maryland, 3942 Campus Drive, College Park, 20742-1131 USA.
概括
学生通过评估有关气候变化的证据和解释来改善科学学习. 在疫情期间,架教学在面对面和虚拟环境中都被证明是有效的.
科学领域:
- 科学教育科学教育教育.
- 气候变化教育 气候变化教育
- 环境科学 环境科学
背景情况:
- 科学学习对K-12学生至关重要.
- 由于COVID-19的流行,需要从面对面的科学教学转向虚拟的科学教学.
- 社会相关的科学问题,如气候变化,是关键的学习主题.
研究的目的:
- 调查中学学生在关于化石燃料和气候变化的教学过程中进行科学学习.
- 分析评估水平,可信度转移和知识获取之间的关系.
- 为了比较这些关系在面对面和虚拟课堂设置.
主要方法:
- 中学学生参与了科学证据和解释的评估.
- 学生们评估了关于化石燃料和气候变化的替代解释的可信性.
- 该研究研究了评估,可信度转移和跨教学环境的知识获取之间的关系.
主要成果:
- 间接的途径将更高的评估,科学可信度转移和更大的知识收益联系在一起是显著而强大的.
- 从更高的评估到更大的知识获取的直接途径的影响较小.
- 在面对面和虚拟环境之间没有发现学习关系的显著差异.
结论:
- 脚手架促进的科学教学有效地支持学生学习关于气候变化的知识.
- 精心设计的虚拟科学教学可以和面对面的教学一样有效.
- 该研究强调了科学教育在不断变化的环境中的适应性.
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