在入门生物学中教授科学性质:对学生接受生物进化的影响
Jeremy D Sloane1, Lindsay B Wheeler2, Jessamyn S Manson3
1Biology Department, Skidmore College, Saratoga Springs, New York, United States of America.
PloS one
|August 10, 2023
概括
科学的明确性质教学改善了进化论的接受,特别是对于女性和那些接受度高的人来说. 对于男性和接受度较低的人来说,还需要进一步的干预措施.
科学领域:
- 科学教育科学教育教育.
- 进化生物学 进化生物学
- 科学的自然科学的自然.
背景情况:
- 了解进化是生物学中至关重要的.
- 学生对进化论的接受和理解各不相同.
- 科学的自然 (NOS) 概念影响科学理解.
研究的目的:
- 评估明确,反思性的自然科学教学的影响.
- 检查对进化论接受和理解的影响.
- 分析学生人口统计学中的差异性影响.
主要方法:
- 介绍性的生物学课程设置.
- 治疗组接受了明确的,反射性的NOS指令.
- 对照组没有接受NOS指令.
- 测量进化的接受,进化的理解和NOS的理解.
主要成果:
- 在两组中都有类似的进化接受度改善.
- NOS教学不成比例地提高了女性和高接受度个体的进化接受度.
- 在进化理解/接受和NOS理解 (尤其是创造力) 之间发现了积极的相关性.
结论:
- 针对性的NOS教学显示了基于学生特征的差异性影响.
- 接受率较高的女性和学生从NOS教学中获益最多.
- 需要额外的策略来改善男性和低接受度学生的进化接受度.
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