为非专业人士制定生物学课程:人才帮助界定教师决策
Shweta Lahiri1, Austin Heil2, Alex Daniels3
1Department of Math, Science, and Social Studies Education, University of Georgia, GA 30602.
CBE life sciences education
|September 2, 2025
概括
教授非专业的生物学课程往往优先考虑社会科学问题. 了解教师的决策可以改善专业发展,提高科学教育和决策能力.
科学领域:
- 生物教育
- 科学中的社会科学问题
背景情况:
- 一般教育科学课程的目的是将科学知识与学生的生活联系起来,以便做出明智的决策.
- 然而,这些课程往往侧重于基本概念,未能促进相关性和有效决策技能.
研究的目的:
- 了解教师在组织非专业生物学课程时的理由.
- 研究这些课程中社会科学问题 (SSI) 和科学能力的优先级.
主要方法:
- 采访了35名教师,
- 集群分析以确定教师教学方法的主题和特点.
主要成果:
- 确定了影响教师课程结构决策的因素.
- 开发了虚构的教师角色,区分那些优先考虑SSI与内容覆盖.
结论:
- 教师可以帮助设计有针对性的专业发展.
- 提高非专业生物学的SSI教学和科学能力可以提高学生的学习和决策能力.
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