从生物技能到生活技能 - - 在生命科学入门课程中为非科学专业培养生活技能的框架
Davida S Smyth1,2, Sam Donovan3, Melanie Lenahan4
1Department of Natural Sciences, Texas A&M University-San Antonio, San Antonio, Texas, USA.
Journal of microbiology & biology education
|January 27, 2026
概括
生活技能指南增强了非专业的普通教育生命科学课程,重点是可转移的技能而不是内容. 这一改革赋予科学素养的学生权力,使他们能够做出明智的决策.
科学领域:
- 生物学教育改革 生物学教育改革
- 本科科学教学学术的教育学.
背景情况:
- 国家"愿景和变革"报告强调了对生物教育改革的需要.
- 现有的改革主要针对生物学专业,忽视了非主要的普通教育 (GenEd) 生命科学课程.
- 在大多数大学生中,GenEd生命科学课程对于发展科学素养至关重要.
研究的目的:
- 解决非科学专业的生物学教育改革的差距.
- 为本科非主要生命科学学生量身定制的核心能力框架.
- 创建"生活技能指南",以支持教师将重点从内容转移到可转移的技能.
主要方法:
- 建立在"生物技能指南"框架之上.
- 开发了一个新的"生活技能指南",包含了五个主题的39个学习成果.
- 提供了通过课堂活动和教学方法实施的例子,如基于课程的本科研究经验 (CUREs).
主要成果:
- "生命技能指南"为非专业的学生提供了一种结构化的生命科学教学方法.
- 学习成果强调了与学生日常生活相关的可转移技能.
- 该指南有助于将基于证据的推理纳入GenEd生命科学课程.
结论:
- "生活技能指南"是改变GenEd生命科学课程的宝贵资源.
- 授权学生在个人,专业和公民环境中利用基于证据的推理.
- 促进科学素养,这对于驾一个复杂的,以科学为驱动的世界至关重要.
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