作为生物学教育研究研究框架的残疾模型
Mason N Tedeschi1, Lisa B Limeri1
1Department of Biological Sciences, Texas Tech University, Lubbock, TX 79409.
CBE life sciences education
|August 27, 2024
概括
基于学科的教育研究 (DBER) 可以通过整合残疾研究框架来改善残疾学生的本科生物学. 检查复杂的实施例和认识不公正,为公平提供了新的研究方向.
科学领域:
- 生物学教育研究 生物学教育研究
- 关于残疾人的研究.
- 在STEM的公平性.
背景情况:
- 在本科生物学教育中推进公平需要对残疾学生的经历进行研究.
- 基于学科的教育研究 (DBER) 主要使用了残疾的医学和社会模型.
- 这些模型分别关注个人挑战或环境因素.
研究的目的:
- 探索残疾研究模型如何为残疾学生提供DBER的信息.
- 讨论过去的DBER,当前的机会和未来的研究方向.
- 引入复杂的实施例和认识不公正作为DBER的框架.
主要方法:
- 关于DBER和残疾研究的文献综述.
- 对残疾的医疗,社会和复杂体现模型的分析.
- 在教育研究中的认识不公正的讨论.
主要成果:
- 目前的DBER主要使用医疗和社会残疾模型.
- 复杂的实施方案提供了一个新的框架,将残疾视为与社会价值观相关的社会位置.
- 能力往往是按层次结构构建的,而认识不公正会影响残疾人.
结论:
- 扩大DBER框架超越传统模式对于解决残疾学生的经验至关重要.
- 未来的研究应该纳入复杂的实施方案,并解决认识不公正,以促进公平.
- 这种方法可以揭示能力是如何构建的,并挑战教育中的等级价值结构.
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