不仅仅是一个象征性的照片:人性化科学家增强了学生的参与度
Robin A Costello1,2, Emily P Driessen1,3, Melissa K Kjelvik4
1Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA.
Proceedings. Biological sciences
|January 21, 2025
概括
添加关于科学家的人性化的细节,而不仅仅是图片,显著提高了学生对生物学的参与度. 这种影响对与科学家有联系的学生最为强烈,特别是来自代表性不足的背景的学生.
科学领域:
- 教育心理学教育心理学
- 在STEM教育方面.
- 科学社会学科学社会学
背景情况:
- 在教育材料中强调与刻板印象相反的科学家角色模型被认为可以促进公平和成功.
- 然而,使这些材料有效的特定元素尚不清楚.
- 目前尚不清楚仅仅是视觉描绘是否足以传达科学中的多样性.
研究的目的:
- 调查视觉描绘与教育材料中关于科学家的人性化信息的影响.
- 确定哪些元素在提高学生对生物学课程材料的参与度方面最有效.
- 探索学生科学家关系在参与中的调解作用.
主要方法:
- 这项研究涉及36所机构的3700多名本科生.
- 随机分布的三个版本的生物学课程作业在几个学术术语.
- 利用结构方程建模来分析信息人性化,学生科学家关系和参与之间的关系.
主要成果:
- 包括对科学家的人性化信息在内,显著增加了学生对生物学材料的参与.
- 人性化信息的积极影响对于与特色科学家相关的学生来说尤其明显.
- 这种效应在与科学家共享一个或多个被排除的身份的学生中最为强烈.
结论:
- 人性化关于科学家的信息对于提高学生参与度至关重要,而不仅仅是视觉表现.
- 促进学生与科学家之间的关系,可以促进人性化描述对参与的积极影响.
- 教育材料应该包含人性化和可联系的科学家,特别是来自不同背景的科学家,以提高STEM领域的代表性和参与度.
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