生物讲师看到讨论有争议话题的价值,但害怕个人和职业后果。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Abby E Beatty, Emily P Driessen, Amanda D Clark, Robin A Costello, Sharday Ewell, Sheritta Fagbodun, Randy L Klabacka, Todd Lamb, Kimberly Mulligan, Jeremiah A Henning, Cissy J Ballen
{"title":"生物讲师看到讨论有争议话题的价值,但害怕个人和职业后果。","authors":"Abby E Beatty,&nbsp;Emily P Driessen,&nbsp;Amanda D Clark,&nbsp;Robin A Costello,&nbsp;Sharday Ewell,&nbsp;Sheritta Fagbodun,&nbsp;Randy L Klabacka,&nbsp;Todd Lamb,&nbsp;Kimberly Mulligan,&nbsp;Jeremiah A Henning,&nbsp;Cissy J Ballen","doi":"10.1187/cbe.22-06-0108","DOIUrl":null,"url":null,"abstract":"<p><p>Traditional biology curricula depict science as an objective field, overlooking the important influence that human values and biases have on what is studied and who can be a scientist. We can work to address this shortcoming by incorporating <i>ideological awareness</i> into the curriculum, which is an understanding of biases, stereotypes, and assumptions that shape contemporary and historical science. We surveyed a national sample of lower-level biology instructors to determine 1) why it is important for students to learn science, 2) the perceived educational value of ideological awareness in the classroom, and 3) hesitancies associated with ideological awareness implementation. We found that most instructors reported \"understanding the world\" as the main goal of science education. Despite the perceived value of ideological awareness, such as increasing student engagement and dispelling misconceptions, instructors were hesitant to implement ideological awareness modules due to potential personal and professional consequences.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/30/15/cbe-22-ar28.PMC10424229.pdf","citationCount":"2","resultStr":"{\"title\":\"Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences.\",\"authors\":\"Abby E Beatty,&nbsp;Emily P Driessen,&nbsp;Amanda D Clark,&nbsp;Robin A Costello,&nbsp;Sharday Ewell,&nbsp;Sheritta Fagbodun,&nbsp;Randy L Klabacka,&nbsp;Todd Lamb,&nbsp;Kimberly Mulligan,&nbsp;Jeremiah A Henning,&nbsp;Cissy J Ballen\",\"doi\":\"10.1187/cbe.22-06-0108\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Traditional biology curricula depict science as an objective field, overlooking the important influence that human values and biases have on what is studied and who can be a scientist. We can work to address this shortcoming by incorporating <i>ideological awareness</i> into the curriculum, which is an understanding of biases, stereotypes, and assumptions that shape contemporary and historical science. We surveyed a national sample of lower-level biology instructors to determine 1) why it is important for students to learn science, 2) the perceived educational value of ideological awareness in the classroom, and 3) hesitancies associated with ideological awareness implementation. We found that most instructors reported \\\"understanding the world\\\" as the main goal of science education. Despite the perceived value of ideological awareness, such as increasing student engagement and dispelling misconceptions, instructors were hesitant to implement ideological awareness modules due to potential personal and professional consequences.</p>\",\"PeriodicalId\":56321,\"journal\":{\"name\":\"Cbe-Life Sciences Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/30/15/cbe-22-ar28.PMC10424229.pdf\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cbe-Life Sciences Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1187/cbe.22-06-0108\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cbe-Life Sciences Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1187/cbe.22-06-0108","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 2

摘要

传统的生物学课程将科学描述为一个客观的领域,忽视了人类价值观和偏见对研究内容和谁可以成为科学家的重要影响。我们可以通过将意识形态意识纳入课程来解决这一缺陷,意识形态意识是对影响当代和历史科学的偏见、刻板印象和假设的理解。我们调查了全国范围内较低水平的生物教师样本,以确定1)为什么学生学习科学很重要,2)意识形态意识在课堂上的感知教育价值,以及3)意识形态意识实施相关的犹豫。我们发现,大多数教师将“了解世界”作为科学教育的主要目标。尽管意识形态意识的感知价值,如提高学生的参与度和消除误解,由于潜在的个人和职业后果,教师对实施意识形态意识模块犹豫不决。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences.

Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences.

Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences.

Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences.

Traditional biology curricula depict science as an objective field, overlooking the important influence that human values and biases have on what is studied and who can be a scientist. We can work to address this shortcoming by incorporating ideological awareness into the curriculum, which is an understanding of biases, stereotypes, and assumptions that shape contemporary and historical science. We surveyed a national sample of lower-level biology instructors to determine 1) why it is important for students to learn science, 2) the perceived educational value of ideological awareness in the classroom, and 3) hesitancies associated with ideological awareness implementation. We found that most instructors reported "understanding the world" as the main goal of science education. Despite the perceived value of ideological awareness, such as increasing student engagement and dispelling misconceptions, instructors were hesitant to implement ideological awareness modules due to potential personal and professional consequences.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信