"他们向我展示了在STEM中壮成长是可能的":将学习助理纳入一般化学增加了学生的归属性和信心
Katherine A Clements1, Cristina D Zepeda2, Allison Leich Hilbun3
1Department of Chemistry, Vanderbilt University, Nashville, Tennessee 37212, United States.
Journal of chemical education
|November 20, 2023
概括
学习助理 (LA) 显著提高了学生在通用化学课程中的归属感. 这些教育助理有助于降低社会和心理障碍,促进多样化的学生群体对STEM更大的信心和包容性.
科学领域:
- 化学教育 化学教育
- 高等教育教学的教学.
- 学生在STEM中的成功
背景情况:
- 一般化学是许多STEM途径的关键入口课程.
- 学生经常遇到社会和心理障碍,阻碍他们的成功.
- 学习助理 (LA) 为缓解这些障碍和增强归属感提供了一个潜在的解决方案.
研究的目的:
- 评估将学习助理 (LA) 纳入一般化学I和II课程对学生归属感的影响.
- 评估LA能否减少门户科学课程中的社会和心理障碍.
- 探索学生对LA如何影响他们对STEM的归属感和信心的看法.
主要方法:
- 进行了17项利克特比例调查,以评估学生的归属感.
- 分析了各种人口群体的数据,包括性别,种族/种族和世代状况.
- 收集了学生对LAs对STEM归属性和信心的影响的反思,并进行了主题分析.
主要成果:
- 在所有被检查的人口群体中,LAs对学生在通用化学I中的归属感产生了显著的积极影响.
- 在一般化学II中,针对特定学生子组观察到类似的积极影响.
- 60%的学生报告说LAs对他们的STEM属性产生了积极影响,理由是减少了孤立和增加了指导.
- 61%的学生认为LA增加了他们对科学讨论的信心,因为判断力减少,反机会增加.
结论:
- 学习助理有效地减少了基础科学课程的学生的社会和心理障碍.
- 拉斯培养更大的归属感在通用化学和更广泛的STEM社区.
- 这些发现支持将LA集成为一种提高STEM领域留学率和成功的策略.
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