基督徒学生在本科生物学课程中的同行互动期间的经验
Baylee A Edwards1, Chloe Bowen2, M Elizabeth Barnes2
1Research for Inclusive STEM Education Center, Arizona State University, Tempe, Arizona 85281.
CBE life sciences education
|January 12, 2024
概括
生物课程的基督徒学生经常觉得他们的宗教身份是突出的,但由于预期的耻辱而隐藏它. 很少有学生实际上经历了耻辱,这表明允许身份共享的环境可以减少科学教育中感知到的障碍.
科学领域:
- 科学教育科学教育教育.
- 社会心理学 社会心理学
- 高等教育 高等教育
背景情况:
- 宗教和科学之间的感知紧张关系可以为基督教学生在学术生物学中创造障碍.
- 以学生为中心的学习环境增加了同龄人的互动,这可能加剧了基督教学生隐藏宗教身份的需要.
- 可隐藏的污名化身份的框架与理解这些经验有关.
研究的目的:
- 探索基督教学生在本科生物学课程中的同行互动期间的经验.
- 确定改善这些教育体验的潜在策略.
- 了解宗教身份隐藏和污名在科学教育中的作用.
主要方法:
- 对30名基督教本科生进行了采访研究.
- 隐藏的污名化身份的社会心理学框架被利用.
- 在生物学课程中的同行互动期间的经验是重点.
主要成果:
- 学生们认为他们的宗教身份在生物学中的同行互动过程中突出.
- 虽然学生们相信透露自己的身份可能是有益的,但实际上很少有人这样做.
- 大多数学生预计会受到耻辱,但相对较少的人直接从同龄人那里经历了耻辱,尽管有文献证明文化耻辱.
结论:
- 在基督教生物学生中,预期和经历的耻辱之间存在差异.
- 允许学生分享他们的宗教身份的学习环境可能会减少预期和感知的耻辱感.
- 需要进一步的研究来探索这种包容性学习环境对科学教育经验的影响.
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