参与支持学习,科学认同和科学性质理解的短片活动
Amanda L Molder1, Emily Howell2, Sarah Goodwin2
1UW Madison, Madison, Wisconsin, USA.
Journal of microbiology & biology education
|March 25, 2025
概括
以科学家个人故事为特色的科幻非科幻电影可以增强本科生物学学生的科学身份和对科学性质的理解 (NOS). 这项研究表明,电影对科学家的内容知识和感知有积极的影响.
科学领域:
- 本科 生物学 教育 学士学位
- 科学传播科学传播
- 科学教育研究 科研 教育研究
背景情况:
- 提高本科生生物学学生的科学认同和对科学性质的理解是关键的教育目标.
- 以前的干预使用书面或混合媒体来分享科学家的叙述,显示了对学生成绩的积极影响.
- 像非小说电影这样的沉浸式媒体对这些结果的有效性仍然不太被探索.
研究的目的:
- 调查描绘个人历史和研究叙事的科幻非虚构电影是否可以作为本科生物学学生的有效干预.
- 评估两个特定电影"解码祖先知识"和"CRISPR使徒"对学生科学认同和NOS理解的影响.
- 为了探索这两部电影之间影响的潜在差异.
主要方法:
- 在一个大型的在线通用微生物学课程中进行课程干预,涉及286名学生.
- 学生在学期内观看了两个不同的科幻非虚构电影.
- 电影后进行了量化和定性问题的调查,并使用描述性统计和主题建模分析了数据.
主要成果:
- 观看电影显著影响了学生的内容知识,对科学家的看法,作为科学家的自我认同,以及对NOS的理解.
- 这两部电影都对科学认同和NOS产生了积极的影响,在影响程度和新兴主题方面观察到一些变化.
- 这项研究提供了科学非虚构电影在实现期望的学习成果方面的有效性的证据.
结论:
- 具有个人和研究叙述的科幻非科幻电影是增强本科生生物学学生科学身份和NOS理解的宝贵工具.
- 电影的沉浸式性质可以积极影响学生的参与和科学学习成果.
- 为教育工作者提供免费访问这些电影和建议的修改.
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