整合骨和生物组:通过一个有形的学习工具,将生物科学教育带到小学社区
Phillip R Myer1, Jennie L Zambito Ivey
1Department of Animal Science, The University of Tennessee Knoxville, Knoxville, Tennessee, USA.
Journal of microbiology & biology education
|June 30, 2025
概括
"骨与生物"为小学生物教育提供了一个互动工具,增强科学素养和批判性思维. 这种实践式的方法解决了资源缺口,使科学能够让各种各样的学生接触到.
科学领域:
- 小学科学教育教育 小学科学教育
- 生物教育教育 生物学教育
- 在STEM教育方面.
背景情况:
- 美国小学科学水平下降和教育差异存在重大挑战.
- 有限的资源,过时的材料和缺乏合格的教育工作者阻碍了有效的生物学教学.
- 需要有吸引力和公平的科学学习工具至关重要.
研究的目的:
- 介绍一个叫做"骨和生物体"的交互式实用工具,用于初级生物学教育.
- 增强科学素养,批判性思维和多样化的学生群体之间的合作.
- 解决资金不足学校的资源局限性,为科学教育提供可扩展的解决方案.
主要方法:
- 在二年级教室实施骨和生物群工具,并举办公立小学职业博览会.
- 学生从事动物头骨分析,识别特征,并将它们与息地和适应性联系起来.
- 活动包括"生物创造"和"头骨"以加强生物概念.
主要成果:
- 课堂组件达到了87名学生,而职业博览会约吸引了60人.
- 该工具促进了科学素养,批判性思维和协作技能的发展.
- 骨头和生物体证明有效地使生物学易于获取,并吸引各种学习者.
结论:
- 骨与生物体为改善小学生物学教育提供了一种有形和互动的方法.
- 该工具有效地解决了资源缺口,并促进了资金不足的学校的科学参与.
- 这种方法展示了一种可扩展的策略,可以在全国范围内加强科学教育.
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