对STEM门户通用化学课程进行了为期24年的纵向研究,并减少了成就差异
Partha Basu1, David J Malik1, Steven Graunke2
1Department of Chemistry and Chemical Biology, Indiana University Indianapolis, Indianapolis, Indiana, United States of America.
PloS one
|February 26, 2025
概括
同行领导团队学习 (PLTL) 显著改善了STEM学生的留学率和一般化学的成功. 这种积极学习策略特别有利于代表性不足的少数民族 (URM) 学生,缩小了成就差距.
科学领域:
- 化学教育 化学教育
- 在STEM的保留.
背景情况:
- 一般化学是STEM的关键"守门员"课程,其高退学率会影响学生的进步.
- 一般化学方面的准备不足可能导致STEM专业的毕业时间增加.
研究的目的:
- 评估同行带领团队学习 (PLTL) 积极学习策略对学生留学和一般化学成功的有效性.
- 分析PLTL对学生人口结构的影响,特别是代表性不足的少数民族 (URM) 学生.
主要方法:
- 分析了大约24年的一般化学I数据,来自约2万名学生.
- 使用协方差分析 (ANCOVA) 和等级线性建模 (HLM) 的统计分析.
- 用HLM来评估PLTL对内部考试指标,课程成绩和学生人口统计控制的影响.
主要成果:
- PLTL在留学生率 (%DFW) 和成功率 (%ABC) 中表现出显著的,渐进的改善.
- HLM证实PLTL对内部考试成绩和整体课程成绩的积极影响.
- PLTL显著提高了URM学生完成率,超过了代表性较好的学生,减少了成绩差距.
结论:
- PLTL模型是一种有效的积极学习策略,用于提高学生在一般化学方面的成绩.
- PLTL对STEM学生的留学和成功产生了积极的影响,对URM学生有明显的好处.
- 实施PLTL可以帮助缓解STEM教育中的成就差距.
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