学生如何批判性地评估与生物学中的性别相关的过时语言?
Ryan D P Dunk1, Sarah J Malmquist2, Kristina K Prescott2
1Department of Biological Sciences, Auburn University, Auburn, AL 36849.
CBE life sciences education
|May 10, 2024
概括
生物学本科生努力识别和纠正教科书中的其他规范性语言,特别是关于婴儿性别认同的语言. 大多数学生在修改不准确的教科书示例时,将性别术语改为性别术语.
科学领域:
- 生物教育教育 生物学教育
- 科学社会学科学社会学
- 性别研究是性别研究.
背景情况:
- 另一方面,规范性意识形态透到社会结构中,包括本科科学教育.
- 现有的生物学教科书经常混或混生物性别和性别认同.
- 促进包容性教室需要解决和纠正与性别和性别相关的不准确语言.
研究的目的:
- 评估本科生在生物学教科书中识别其他规范性语言的能力.
- 为了确定学生可以在多大程度上修改不准确的语言,使其更精确和包容.
- 提供关于学生对科学中的性别和性别术语意识的基础数据.
主要方法:
- 学生们被提出了假设的生物学教科书问题,其中包含混的性别和性别语言.
- 参与者被要求修改问题以提高准确性和包容性.
- 分析的重点是学生认为不准确的特定术语以及他们提出的修改.
主要成果:
- 与婴儿性别认同相关的最常被发现的不准确术语.
- 主要的修改涉及将与性别相关的术语更改为与性别相关的术语.
- 学生在识别和纠正语言方面的表现在不同生物学课程和学术表现水平上显示出极小的差异.
结论:
- 本科生在生物学教科书中表现出有限的识别和纠正这种非规范性语言的能力.
- 当前的教学方法可能不足以使学生能够在科学文本中解构性别和性别混.
- 需要进一步的研究和课程开发,以促进科学教育中对性别认同的更细致的理解.
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