学生的科学,社会和个人身份如何影响他们在本科实地生物学课程中的经验?
David Esparza1, Laura Reilly-Sanchez1, Michelle Smith1
1Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14853.
CBE life sciences education
|November 4, 2024
概括
实地生物学课程会影响学生的科学认同,特别是对代表性不足的群体. 在这些课程中,社会和结构因素影响个人和社会身份如何与科学身份交叉.
科学领域:
- 生态学和进化生物学.
- 科学教育科学教育教育.
背景情况:
- 实地生物学课程对于发展科学认同至关重要.
- 这些经历可能会挑战和否定科学认同,特别是代表性不足的学生.
- 在现场生物学中理解身份交叉是有限的.
研究的目的:
- 在现场生物学中,确定影响学生科学,社会和个人身份的因素.
- 在实地生物学课程中检查这些身份的交叉点.
- 为包容性的现场生物学教育实践提供信息.
主要方法:
- 利用了科学身份的扩展模型.
- 雇员半结构面试与一个卡片排序任务.
- 分析了社会和个人身份如何与科学身份相互作用.
主要成果:
- 学生的科学身份是多样化的,受到社会比较和其他社会因素的影响.
- 社会和个人身份与科学身份相交.
- 诸如特权和缺乏代表性的结构因素加剧了不平等.
结论:
- 社会和结构因素在实地生物学中显著塑造了学生的科学身份.
- 包容和公平的实地生物学教育对于支持所有学生的科学认同至关重要.
- 提供了推,以促进野外生物学中的欢迎环境.
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