开发一个尺度来衡量计划行为在包容性科学沟通:在本科生STEM学生的有效性证据
Delaney Worthington1, Barbara Graham1, Hannah Gilliard1
1Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, CO 80521.
CBE life sciences education
|October 7, 2024
概括
一项新的调查评估了STEM学生的包容性科学沟通技能. 计划行为在包容性科学传播 (PB-ISC) 尺度有助于评估培训的有效性,以促进多元化的科学对话.
科学领域:
- 科学传播科学传播
- 在STEM教育方面.
- 社会科学问题 社会科学问题
背景情况:
- 从历史上看,科学传播一直是不公平的,有利于占主导地位的观点.
- 包容性科学沟通强调了解决复杂问题的不同观点.
- 需要培训和评估工具,以便在STEM本科生中进行包容性科学交流.
研究的目的:
- 在包容性科学传播中开发和验证一项测量计划行为调查.
- 评估本科STEM学生的态度,自我效能,意图和与包容性科学交流相关的行为.
主要方法:
- 设计了基于计划行为理论的包容性科学传播 (PB-ISC) 计划行为尺度.
- 雇佣专家审查,探索性和确认性因素分析,以及认知面试.
- 通过使用定量措施验证了26项,4因素调查.
主要成果:
- 该PB-ISC尺度证明了评估学生计划的行为在包容性科学沟通的有效性.
- 该调查有效地衡量了态度,规范,自我效能,行为意图和行为.
- 有证据支持调查对评估包容性科学传播培训的有用性.
结论:
- PB-ISC尺度是教育工作者和研究人员的一种有价值的工具.
- 它可以评估包容性科学传播培训和经验的影响.
- 该尺度支持促进公平的科学参与和对话的努力.
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