通过补充同类模型提高学生在通用化学的参与度和成功率
Ankita Kumari1, Jessica C Ortiz-Rodríguez1, Savannah La Mers-Noble1
1Department of Chemistry, University of California, One Shields Avenue, Davis, California 95616, United States.
Journal of chemical education
|July 14, 2025
概括
一个补充的通用化学课程 (CHE 98) 显著改善了从高中过渡的大学生的学业表现和自尊,特别是在远程学习期间的第一代和低收入人群. 这种有针对性的支持提高了STEM教育成果.
科学领域:
- 在STEM教育方面.
- 高等教育教学的教学.
- 教育心理学教育心理学
背景情况:
- 由于COVID-19的流行,人们不得不转向远程学习,这给学生带来了重大挑战,特别是那些从高中转向大学的学生.
- 现有的教育差异被缺乏面对面的教学所加剧,不成比例地影响了第一代和低收入学生.
- 一般化学的传统大型讲座格式往往会促进竞争环境,阻碍参与和自尊.
研究的目的:
- 开发和评估一个面对面的补充课程 (CHE 98),旨在改善学术成果,并促进向大学水平学习的过渡.
- 为普通化学学生提供有针对性的学术和社会支持,重点关注第一代和低收入学生.
- 评估小组,支持性学习环境对学生参与度,自尊和学业成绩的影响.
主要方法:
- 在加利福尼亚大学戴维斯分校为通用化学学生实施了面对面的补充课程 (CHE 98).
- 提供小组课程 (10-20名学生) 以促进参与,参与和社会支持.
- 在CHE 98课程的学生和对照组之间的学术成果的比较.
主要成果:
- 大约63%的CHE 98学生获得了C或更高的成绩,而对照组只有26%.
- CHE 98的学生表现出更好的学业成绩和更高的自尊.
- CHE 98的较小,支持性的学习环境导致学生的参与度和参与度增加.
结论:
- 针对性的学术支持,如CHE 98课程,有效地提高了学生在STEM领域的成绩.
- 补充课程可以成功地减轻学生过渡到大学所面临的挑战,特别是那些来自代表性不足的背景的学生.
- 小组,支持性的学习环境提高学生在高等教育中的成功和幸福感.
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