"科学家也是人":当他们在课程材料中变得人性化时,生物学学生与科学家有更多的关系
Elizabeth H Schultheis1, Ash T Zemenick2, Rachel M Youngblood3
1Kellogg Biological Station, Michigan State University, Hickory Corners, MI 49060.
CBE life sciences education
|November 20, 2024
概括
在生物学教育中包括科学家的个人细节有助于学生与他们联系起来,作为榜样. 除了研究之外,使信息变得人性化,使科学家更容易与人联系,并鼓励学生将自己视为科学职业.
科学领域:
- 科学教育教育科学教育.
- 生物教育教育 生物教育
- 科学家的榜样是科学家的榜样.
背景情况:
- 课堂用科学家的教材可以帮助学生在科学中看到自己.
- 目前的理解仅限于学生发现科学家最相关的信息.
研究的目的:
- 调查不同类型的关于科学家的信息如何影响学生的相关性.
- 确定个人或人性化的细节是否增强了学生与科学家的联系.
主要方法:
- 生物学学生接触到科学家没有个人信息 (控制),只有图片 (视觉),或图片和人性化细节 (人性化).
- 学生对与科学家的关系的反应被定性编码.
- 根据专业研究兴趣和个人信息来评估相关性.
主要成果:
- 与科学家的研究兴趣和个人信息 (生活经验,爱好,人口统计) 相关的学生.
- 与对照组相比,人性化治疗组与科学家联系的可能性是对照组的两倍.
- 个性化,人性化的信息导致学生与科学家的关系方式更加多样化.
结论:
- 以人性化的细节呈现科学家显著增加了学生的相关性.
- 课程开发人员应该有意地包括科学家生活的个人方面.
- 这种方法可以促进更多的学生联系和潜在的自我认同与科学事业.
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