基于团队调查的实验室课程设计增强了代表性不足的本科预测者在科学领域的坚持
Nicholas L Denton1, Amy E Kulesza2
1Division of Pharmacy Education and Innovation, The Ohio State University College of Pharmacy, Columbus, OH USA.
Medical science educator
|June 18, 2024
概括
一个真实的调查团队学习 (ITBL) STEM实验室课程设计改善了代表性不足的学生在科学上的坚持. 这种方法促进了科学认同和在STEM领域的归属感.
科学领域:
- 制药科学 制药科学
- 在STEM教育方面.
背景情况:
- 在科学,技术,工程和数学 (STEM) 方面的坚持对于代表性不足的学生群体至关重要.
- 基于调查的团队学习 (ITBL) 提供了一种潜在的教学方法,以增强学生在STEM中的参与和保留.
研究的目的:
- 评估一个真实的ITBL STEM实验室课程设计对科学认同和持久性的影响.
- 将ITBL制药科学实验室的学生成果与传统生物学实验室进行比较.
主要方法:
- 初级和高级本科生参加ITBL制药科学实验室或传统生物学实验室课程.
- 课程结束后进行了科学认同评估的坚持性在科学 (PITS) 调查和开放式问题.
主要成果:
- 在ITBL制药科学实验室的学生报告了比传统生物学实验室的学生更高的持久性得分.
- 特定的代表性不足的学生群体在六个因素上显示了不同的分数,表明了差异性的影响.
- 学生通过个人表现,协作解决问题和感知职业影响来确定科学身份的验证.
结论:
- ITBL制药科学实验室培养了一个协作,促进增长的环境.
- 在ITBL实验室的真实实验增强了学生的归属感和作为未来药剂师的身份.
- 这种ITBL设计积极影响了科学认同,项目所有权和多样化的学生人口结构之间的网络.
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