在生物学课程中,学生对社会问题的看法
Stacy Tran1, Jocelyn Tirado1, Haley Miyasato1
1Department of Developmental and Cell Biology, University of California, Irvine, California, USA.
Journal of microbiology & biology education
|April 25, 2024
概括
将社会问题纳入生物学课程可以提高科学素养,并将科学与社会联系起来. 学生,特别是女性和因种族或种族而被排斥的人 (PEERs),发现反思论文对于将知识应用于现实世界的问题是有价值的.
科学领域:
- 生物教育教育 生物学教育
- 科学传播科学传播
- 社会科学问题 社会科学问题
背景情况:
- 传统的本科生物课程往往缺乏社会背景.
- 学生的科学素养和社会意识可以通过整合社会问题来提高.
- 需要了解学生的先前接触和对生物学中社会问题的看法.
研究的目的:
- 调查本科生先前接触生物学中的社会问题.
- 检查课程后对将社会问题纳入生物学方面的看法如何变化.
- 评估反思论文在将科学概念与社会问题联系起来的有用性.
主要方法:
- 在生物学课程之前和之后对本科生进行调查.
- 对学生对社会问题的接触和感知反应的分析.
- 对社会问题和课程内容的反思论文的定性评估.
主要成果:
- 大多数学生报告说,在生物学课程中,他们以前没有接触过社会问题.
- 大多数学生,特别是女性和因种族或种族而被排斥的人 (PEERs),支持整合社会问题.
- 反思论文被认为是建立个人联系和应用科学知识的有效工具.
结论:
- 学生有兴趣通过科学镜头了解社会问题.
- 将社会问题纳入生物学课程可以提高科学素养和社会相关性.
- 反思论文是将科学知识应用于现实世界的有价值的教学工具.
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