生物入门课的学生如何体验化学内容
Lilyan Mendez1, Angelita T Rivera2, Izabella Vasquez1
1School of Biological Sciences, University of California, San Diego, La Jolla, California, USA.
Journal of microbiology & biology education
|August 20, 2024
概括
学生在入门生物学课程中与化学概念作斗争,显著影响了他们的学习经验和作为生物学家的自我认同. 解决这些化学挑战对于支持生物学学生至关重要.
科学领域:
- 教育心理学教育心理学
- 生物学教育研究 生物学教育研究
- 化学教育研究 化学教育研究
背景情况:
- 学生在化学课程中的学习经验得到了充分的记录.
- 然而,人们对学生在入门生物学课程中学习基础化学概念的经验知之甚少.
- 这些化学经验可能会影响生物学课程的整体表现和学生的成绩.
研究的目的:
- 调查本科生学习化学主题的经验如何影响他们在入门生物学课程中的生物学家身份.
- 确定学生对化学学习对其生物学身份的影响的反应中的共同主题.
主要方法:
- 该研究涉及R1公共机构的入门生物学课程的本科生.
- 一个开放式答案问题被用来收集有关化学经验对生物学认同的影响的数据.
- 用专题分析来分析学生的反应.
主要成果:
- 近一半的学生报告说,化学学习对他们的生物学学习经验产生了积极的影响.
- 那些在化学方面扎的学生在生物学方面报告负面经历的可能性要高得多.
- 之前的化学准备和学生背景与化学困难和生物学负面经验相关.
结论:
- 学习特定内容,比如化学,深深地影响学生的心理社会指标,包括他们作为生物学家的自我意识.
- 生物学教育工作者应该专注于支持化学挑战的学生,以改善学习并减少入门生物学中的压力.
- 建议提供跨学科的支持,将化学和生物学教育整合起来.
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