在本科遗传学中挑战关于种族的误解
Erin M Ball1, Robin A Costello1, Cissy J Ballen1
1Department of Biological Sciences, Auburn University, Auburn, AL 36849.
CBE life sciences education
|July 9, 2024
概括
一个人类遗传学实验室的活动有效地减少了学生的生物本质主义信仰. 然而,它并没有显著改变色彩逃避意识形态,强调需要在遗传学教育方面进行进一步研究.
科学领域:
- 生物教育教育 生物学教育
- 遗传学 是一个遗传学.
- 社会正义,社会正义.
背景情况:
- 种族偏见不成比例地影响边缘化社区.
- 关于种族的误解,特别是生物本质主义,有助于这些偏见.
- 生物学教育可以成为解决和纠正这些误解的场所.
研究的目的:
- 开发和评估人类遗传学实验室活动,旨在挑战种族作为生物 (生物本质主义) 的误解.
- 评估活动对学生对生物本质主义和色彩逃避意识形态的态度的影响.
- 为了测量学生关于族系学和人类多样性的知识的变化.
主要方法:
- 人类遗传学实验室活动的发展.
- 管理活动前后对生物本质主义和色彩逃避意识形态的调查.
- 使用概念库存进行评估,重点关注原生态和人类多样性.
- 参与活动的学生与对照组之间的结果比较.
主要成果:
- 与对照组相比,在遗传学活动中的学生表现出生物本质主义信仰的显著下降.
- 在初始组的色彩逃避意识形态中没有观察到任何显著的变化.
- 参与该活动的学生在知识上表现出了更大的进步,比如他们对人类的基因和多样性有了更大的了解.
- 在第二次代中,只有白人学生在生物本质主义方面显著下降;该活动并没有减少任何学生群体的色彩逃避意识形态.
结论:
- 在本科遗传学教育中解决关于种族生物起源的误解,可以有效地减少生物本质主义信仰.
- 该活动对色彩逃避意识形态的影响需要进一步调查和细化.
- 需要进一步的研究,以制定有效的策略,在遗传学教育中改变有害的学生对种族的态度.
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