澳大利亚教室的教师经验和对公民科学的理解
Larissa Braz Sousa1,2, Ciara Kenneally1, Yaela Golumbic1,3
1SCOPE Group, School of Chemistry, The University of Sydney, Camperdown, New South Wales, Australia.
PloS one
|November 11, 2024
概括
学校的公民科学提供了真实世界的学习,但面临着障碍. 课程调整和教师支持是提高其在课堂上的使用,以改善科学教育的关键.
科学领域:
- 教育教育教育教育教育教育.
- 公民科学 公民科学
- 环境科学 环境科学
背景情况:
- 公民科学为学生提供基于背景的学习机会,有可能促进参与和理解.
- 尽管有好处,公民科学在学校的采用是有限的,对课堂实施的数据很少.
研究的目的:
- 调查澳大利亚教师的知识,感知和在教育环境中使用公民科学.
- 确定将公民科学纳入学校课程的机会和障碍.
主要方法:
- 采用混合方法的方法,包括向教师分发的在线问卷.
- 收集的数据集中在教师的先前参与,当前的使用,以及对公民科学的感知挑战.
主要成果:
- 41%的受访教师在教学中使用过公民科学项目,45%的教师之前有过个人经验.
- 生态研究和物种监测是最常见的公民科学项目.
- 关键障碍包括教师缺乏知识,时间,信心和明确的课程一致性; 92%的人希望与课程相关的项目.
结论:
- 解决课程调整和资源限制等障碍对于在学校成功实施公民科学至关重要.
- 共同创建项目和利用教师的现有经验可以增强信心和所有权,促进可持续,有影响力的科学教育计划.
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