探索对科学课程脱殖的态度 - - 英国高等教育案例研究
Lena Grinsted1, Catherine Murgatroyd2, Jodi Burkett3
1School of the Environment and Life Sciences, University of Portsmouth, Portsmouth, United Kingdom.
PloS one
|November 27, 2024
概括
高等教育 (HE) 的科学课程得到了工作人员的支持,但误解和缺乏培训阻碍了进步. 解决这些问题可以改善科学教育和社会中的公平.
科学领域:
- 科学教育科学教育教育.
- 高等教育研究 高等教育研究
- 科学社会学科学社会学
背景情况:
- 从历史上看,由于殖民行动,科学知识的生产一直偏向西方,导致科学课程中不同种族的代表性不足.
- 脱殖民科学课程旨在使内容多样化,承认历史种族主义和特权,并为所有学生创造更具包容性的高等教育 (HE) 环境.
- 这项研究重点关注英国高等教育机构内的生命科学.
研究的目的:
- 探索科学教职员工对科学课程解殖的熟悉程度和误解.
- 评估员工对与非殖民化努力相关的障碍,好处和风险的看法.
- 了解员工培训需求和他们为在教学中实施非殖民化做好准备.
主要方法:
- 在英国的一所高等教育机构采用了案例研究方法.
- 一个在线问卷被管理到科学教学人员.
- 调查问卷收集了有关熟悉度,误解,感知障碍,益处,风险,培训需求和为脱殖民教学做好准备的数据.
主要成果:
- 大多数参与者表示积极倾向于解除他们的教学殖民.
- 常见的误解包括将非殖民化与"取消文化"和"色盲"方法联系起来.
- 发现的重大障碍是缺乏适当的培训和时间限制,阻碍了进步.
结论:
- 支持教育工作者去殖民科学课程对于促进高等教育,学术界和更广泛的社会平等至关重要.
- 提供了有关人员培训的具体建议,这些建议以与生命科学相关的历史背景为基础.
- 解决误解和障碍对于有效实施非殖民化和加强科学教育的包容性至关重要.
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