教师是否在不追踪的科学课堂上满足学生的需求? 基于因果推理方法的证据
Eric Ho1, Michael Seltzer1, Minjeong Jeon1
1Department of Education, University of California, Los Angeles, Los Angeles, California, United States of America.
PloS one
|April 16, 2024
概括
减少课堂似乎不会对学生支持产生负面影响. 这项研究发现,跟踪和不跟踪的科学课程中的学生都获得了可比的教学支持和反,挑战了对脱轨的担忧.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 科学教育科学教育教育.
背景情况:
- 在教育中跟踪受到批评,因为它可能会使学生在较低的学术轨道中处于不利地位.
- 建议作为一个解决方案,但存在担忧,即创建异质的教室,挑战教师提供足够支持的能力.
研究的目的:
- 调查跟踪与非跟踪教育环境对学生对教学质量的看法的影响.
- 提供因果推断证据,以证明低是否妨碍教师支持学生的能力.
主要方法:
- 使用了2015年国际学生评估计划 (PISA) 数据集.
- 进行了因果推断分析,比较了跟踪和不跟踪科学课程中的学生感知.
主要成果:
- 在跟踪与非跟踪的科学课程中,学生对教学适应和个性化的反需求的满足程度没有发现显著的平均差异.
- 在这两种教育结构中,学生对支持的看法是可比的.
结论:
- 研究结果表明,脱课可能并没有本质上使教师更难满足学生的各种需求.
- 教育环境,无论是跟踪还是不跟踪,都可能提供类似水平的学生支持.
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