在中学教室中基于调查的科学和数学教学:根据性别和种族/种族来检查它与学生态度的关联
Catherine Riegle-Crumb1, Karisma Morton2, Ursula Nguyen1
1University of Texas at Austin.
概括
基于调查的科学和数学教学提高了中学生的兴趣,感知到有用性和自信. 这些对学生态度的积极影响在各种学生背景中是一致的.
科学领域:
- 教育心理学教育心理学
- 科学教育科学教育教育.
背景情况:
- 学生对科学和数学的态度对于参与和未来的STEM职业生涯至关重要.
- 基于调查的教学 (IBI) 是一种教学方法,强调学生的探索和发现.
研究的目的:
- 调查基于调查的教学频率与中学生对科学和数学的态度之间的关系.
- 为了检查这种关系是否在不同学生人口群体之间有所不同.
主要方法:
- 利用了全国代表性的中学学生样本.
- 采用多层次,多变量回归分析来考虑学生,教师和学校的特点.
主要成果:
- 基于调查的教学频率更高与学生对科学和数学的兴趣增加,感知到的实用性和自我有效性显著相关.
- 虽然在实用感知中注意到了一些性别差异,但在性别和种族/种族背景上,与IBI的整体态度关联是相似的.
结论:
- 基于调查的教学对中学生对科学和数学的态度产生了积极的影响.
- 基于调查的教学对学生态度的好处似乎在各种学生群体中广泛适用.
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