学习助理对学生的归属性和信心的影响在科学学科和课程背景中各不相同
Katherine A Clements1, Kyle T Vallone2, Thomas P Clements2
1Department of Chemistry, Vanderbilt University, Nashville, TN 37235.
CBE life sciences education
|April 11, 2025
概括
学习助理 (LA) 提高学生对STEM课程的归属性和信心. 它们的影响因课程结构和学生水平而异,为包容性STEM教室提供量身定制的支持.
科学领域:
- 在STEM教育方面.
- 高等教育教学的教学.
背景情况:
- 科学,技术,工程和数学 (STEM) 课程通常被认为是具有竞争力和排斥性的.
- 学习助理 (LA) 是同行导师,旨在改善学生在STEM方面的经验和成果.
- 之前的研究发现了LA对归属感和对入门生物学和化学的信心的影响.
研究的目的:
- 调查LAs对各种STEM课程中的学生归属性和信心的影响.
- 分析课程结构,学科和学生学术地位如何影响LA的有效性.
- 了解LAs影响学生STEM参与度的上下文机制.
主要方法:
- 分析了来自七个不同的STEM课程的1146份问卷答复.
- 检查不同结构,学科和学生学术进步中的课程.
- 定性主题阐明以确定LA影响的模式.
主要成果:
- 在所有分析的课程中都观察到改善归属和信心的一致主题.
- 根据整合方法,LA的影响有所不同:在扩大群体中减少孤立,在间隔结构中增强反.
- 早期职业生涯的STEM学生得到了LA的鼓励,而后期职业生涯的学生则获得了关于STEM途径的指导.
结论:
- 课程影响的机制取决于背景,因课程结构和学生学术轨迹而有所不同.
- 根据特定课程背景定制LA支持,可以促进更具包容性的STEM学习环境.
- 了解这些变化可以优化学习助理程序的实施,以支持各种学生需求.
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