学生对情感参与的反思揭示了COVID-19在线学习过渡期间的科学疲劳
Emma R Wester1,2, Lisa L Walsh1, Sandra Arango-Caro1
1Donald Danforth Plant Science Center, St. Louis, Missouri, USA.
Journal of microbiology & biology education
|November 8, 2024
概括
随着COVID-19的流行,学生在科学课程中的情感参与受到负面影响. 定性分析显示,对课程的兴趣和价值有所下降,同时课程的批评也增加了,特别是在教师和学习方面.
科学领域:
- 科学教育科学教育教育.
- 教育心理学教育心理学
背景情况:
- 在COVID-19大流行期间,学生对科学教育的参与显著下降.
- 关于导致情绪参与度下降的具体因素的研究有限.
- 情感参与包括在学术环境中的兴趣,价值和焦虑.
研究的目的:
- 质量分析紧急远程过渡对学生情感参与的影响.
- 确定学生对科学课程的兴趣,价值和焦虑变化的根本原因.
- 为未来的教育中断提供有效的教学策略.
主要方法:
- 对学生对开放式调查问题的回答进行定性分析.
- 使用情感参与框架进行编码.
- 从2020年3月到2020年5月的学生反进行了比较.
主要成果:
- 学生对科学的兴趣和课程的感知价值下降了.
- 课程的负面价值在过渡后增加,批评的重点是教师和学习.
- 转向在线学习为学生带来了重大的情感挑战.
结论:
- 紧急远程过渡对学生在科学教育中的情感参与产生了负面影响.
- 了解学生对教师和学习的批评对于解决参与度下降至关重要.
- 调查结果为在危机期间开发弹性和有效的在线科学教学提供了见解.
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