教学在科学和社会的交叉点:关于医疗保健差异的活动
Paula E Adams1, Enya Granados2, Abby E Beatty1,3
1Department of Biological Sciences, Auburn University, Auburn, AL, USA.
这项研究引入了一个意识形态意识的课程,为本科生生物学教育. 它旨在培养对科学和社会的交叉点的批判性思维,解决系统不平等和健康差异,为更具包容性的教室.
科学领域:
- 科学教育科学教育教育.
- 生物教育教育 生物学教育
- 科学社会学科学社会学
背景情况:
- 本科生物学教育往往忽视了科学社会关系和有争议的话题.
- 传统的课程可以延续有害的意识形态,如生物本质主义和健康差异.
- 在AAAS的愿景和变革指南强调科学和社会作为核心能力.
研究的目的:
- 在本科生物学中制定和实施意识形态意识的课程.
- 挑战学生批判性地检查意识形态如何塑造生物知识及其应用.
- 创建更加透明,科学准确和包容的中学后生物课堂.
主要方法:
- 扩展现有的意识形态意识的课程与一个新的活动.
- 专注于挑战学生考虑医疗保健差异的影响.
- 将现实世界的问题融入生物医学科学教学中.
主要成果:
- 新活动允许在生物学课程中直接解决系统性不平等问题.
- 学生可以将生物医学科学与切实的社会问题联系起来.
- 实施促进了对当前世界观的批判性参与.
结论:
- 意识形态意识的课程提高了对科学社会联系的理解.
- 这种方法可以有效地挑战科学中的系统不平等和压迫.
- 它促进了更具包容性和社会响应性的生物学教育.
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