社区学院转移学生的途径通过边界经验使用一个讲故事的科学身份镜头
Paul T Le1, Sarah T Hug2, Laurel M Hartley1
1Department of Integrative Biology, University of Colorado Denver, Denver, CO 80204.
CBE life sciences education
|January 13, 2026
概括
社区学院转学学生在各种科学经验中进行导航. 边界经验和支持的个人显著塑造了他们的科学身份和在STEM领域的坚持.
科学领域:
- 在STEM教育方面.
- 科学身份认同科学身份认同
- 学生的过渡 学生的过渡
背景情况:
- 社区学院转学学生在追求科学学位时面临着独特的挑战和机会.
- 了解影响科学参与的因素对于支持这些学生至关重要.
- 科学认同的发展是学生在STEM的坚持的一个关键方面.
研究的目的:
- 探索社区大学转学学生在生物学专业的边界经验.
- 检查这些边界经验如何影响科学认同的发展.
- 确定资源和战略,以支持学生参与和坚持科学.
主要方法:
- 定性研究涉及对五个社区学院转学学生组成的小组进行三次采访,这些学生在四年制大学专攻生物学.
- 分析学生的生活故事,重点关注正式和非正式的科学经验.
- 检查边界经验及其对科学身份生产的影响.
主要成果:
- 边界体验取决于背景,并受到参与者的行动的影响.
- 不同的边界经验对学生的发展轨迹产生了不同的影响,代理发挥了重要作用.
- 学生们描述了他们在整个学术旅程中遇到的障碍和令人振奋的资源.
- 对新经验的持续谈判促进了持续的科学身份生产和持久性.
结论:
- 教师可以利用对各种科学经验和学生决策过程的洞察力.
- 支持边界经验和资源对于培养转学学生的科学认同和坚持至关重要.
- 了解学生路径的细微差别可以为改善STEM教育成果的干预提供信息.
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