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准备好,设置,开始? 疫情对学生准备能力的影响:实验室,准备和支持
Jennifer Garcia Ramos1, Marcy H Towns1
1Department of Chemistry, Purdue University, West Lafayette, Indiana 47907, United States.
Journal of chemical education
|August 8, 2023
概括
疫情影响了学生的学业成绩和心理健康. 化学教师可以利用高中实验室经验和准备情况的调查数据来调整大学课程并支持学生的学习.
科学领域:
- 化学教育研究 化学教育研究
- 高等教育教学的教学.
背景情况:
- COVID-19大流行严重影响K-16学生的学业成绩和心理健康.
- 对于高等教育机构来说,了解大流行对学生准备能力的影响至关重要.
研究的目的:
- 调查与流行病相关的干扰对本科化学学生为大学水平工作做好准备的影响.
- 收集关于高中实验室经验及其完成方式的数据,以告知课程调整.
- 探索学生对学习准备的看法,并确定化学社区内的支持机制.
主要方法:
- 利用对本科化学学生进行的初始和最终课程调查.
- 收集关于学生高中实验室完成 (数量和模式) 的数据.
- 评估学生对大学水平学习的准备程度以及大流行对它的影响.
主要成果:
- 对调查数据的分析揭示了K-16范围内的学业成绩和心理健康的重大影响.
- 高中实验室经验数据为修改本科化学实验室课程提供了洞察力.
- 学生的观点强调了需要量身定制的支持和关于学习期望的明确沟通.
结论:
- 疫情引起的变化需要在本科化学实验室课程和教学信息中进行调整.
- 了解学生的准备和过去的经验是有效课程设计和学生支持的关键.
- 化学界可以通过有针对性的干预和沟通策略,在支持学生学习方面发挥至关重要的作用.
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