学生对所有权的定义和对所有权影响写作的感知方式 在生物学实验室课堂上写作
1School of Biological Sciences, University of California, San Diego, La Jolla, California, USA.
Journal of microbiology & biology education
|March 15, 2024
概括
学生认为实验室课程中的项目所有权对他们的科学写作产生了积极的影响. 更大的自主权和参与研究提高了写作技巧和动机.
科学领域:
- 科学教育研究科学教育研究
- 本科实验室课程 本科实验室课程
背景情况:
- 实验室课程对于真正的科学实践和学生参与至关重要.
- 学生对研究项目的所有权可以提高对STEM领域的动机,兴趣和保留力.
- 关于学生如何在实验室环境中定义和感知所有权及其与科学写作的联系,目前的研究有限.
研究的目的:
- 探索学生对项目所有权的看法在一个上层部门的实验室课程.
- 调查学生所有权与他们对科学写作的态度之间的关系.
主要方法:
- 基于对167个调查答复和9个采访的理论分析.
- 专注于学生关于所有权和写作在实验室课程中的观点.
主要成果:
- 学生通过创意贡献,项目塑造 (自主),任务执行和领导来感知所有权.
- 增加所有权积极影响学生的写作,培养更深层次的理解,创造性自由和动机.
- 学生之间存在着对所有权的不同看法.
结论:
- 了解学生对所有权的看法是设计有效实验室课程的关键.
- 实验室课程结构可以优化,以培养学生的所有权,并加强科学写作实践.
- 学生的所有权与提高学习成果和参与科学沟通有关.
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