跨世代科学:在基于课程的本科研究经验 (CUREs) 中建立跨世代学习的最佳实践
Carolina Mehaffy1, Erica Simpson2, Khuc Phan2
1Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, Colorado, USA.
Journal of microbiology & biology education
|December 23, 2025
概括
在科学课程的本科生通过与老年人合作,提高了他们的科学沟通技能和自我效能. 这些跨代合作伙伴关系为与不同受众进行科学交流提供了一个有价值的平台.
科学领域:
- 在STEM教育方面.
- 科学传播科学传播
背景情况:
- 本科STEM教育往往缺乏学生与非STEM受众实践科学交流的机会.
- 基于课程的本科研究经验 (CUREs) 增强学生的心理社会发展,包括科学认同和自我效能.
- 代际合作伙伴关系可以通过将学生与社区成员联系起来来弥合这一差距.
研究的目的:
- 调查跨代伙伴关系对本科生科学沟通技巧和自我认知的影响.
- 评估这些伙伴关系在不同CURE的适应性.
- 评估学生科学认同,自我效能和对他们的研究理解的变化.
主要方法:
- 三个不同的CURE课程整合了本科生和老年社区成员之间的每两周一次会议.
- 学生们讨论了他们的研究项目,并与老年人建立了关系.
- 在整个学期内,从本科生收集了自我报告数据.
主要成果:
- 本科生报告说,他们提高了向老年人和公众传达科学的能力.
- 观察到科学认同和科学自我有效性显著增加.
- 学生们对他们的CURE研究项目有了更好的理解.
- 科学价值导向显示了可以忽略的下降.
结论:
- 将老年社区成员纳入CUREs提供了一个实用和有效的平台,用于培养本科生科学沟通技巧.
- 这种方法可以很容易地适应各种STEM课程和实验室环境.
- 代际合作伙伴关系促进了学生信心和科学理解的显著增长.
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