学生对意识形态意识课程价值的看法
Ryan D P Dunk1,2, Paula E Adams1, Abby E Beatty1,3
1Department of Biological Sciences, Auburn University, Auburn, AL 36849.
CBE life sciences education
|July 10, 2025
概括
学生支持在生物学教育中包括人类价值观. 理念意识在科学课程可以提高意识和减少偏见,与教师的观点保持一致.
科学领域:
- 生物教育教育 生物学教育
- 科学研究 研究科学研究
- 科学社会学科学社会学
背景情况:
- 包括性的本科生物学教育越来越多地纳入了人类的价值观和优先事项.
- 之前的研究表明,教师们重视"意识形态意识"的生物学课程.
- 学生对意识形态意识的看法对于课程开发至关重要.
研究的目的:
- 探索本科生生物学学生对意识形态意识的看法.
- 调查影响学生支持将意识形态意识纳入课程的因素.
- 为了比较学生和教师对生物学教育中的意识形态意识的看法.
主要方法:
- 一个混合方法的调查,使用本科生生物学学生的全国样本.
- 对调查数据进行定量分析,以确定对意识形态意识的支持的人口相关性.
- 以期望价值理论为指导的学生反应的定性解释.
主要成果:
- 女性,变性人或性别不合规的学生,以及STEM专业更有可能支持意识意识.
- 学生的接受受到了成功的预期和内容的内在价值的影响.
- 学生们对意识意识增加和偏见减少的意识意识有价值,但将负面情绪的潜在成本列为代价.
- 学生和教师的观点显示,对意识形态意识的总体一致.
结论:
- 结果支持将意识形态意识纳入本科生物学教育.
- 需要进一步研究实施包容性内容和应对潜在挑战.
- 将人类价值观纳入科学课程可以提高包容性和学生参与度.
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