基督教学生在生物本科课程中的同伴互动体验。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Baylee A Edwards, Chloe Bowen, M Elizabeth Barnes, Sara E Brownell
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引用次数: 0

摘要

宗教与科学之间的紧张关系是科学教育的一个长期障碍,这促使研究人员探索如何改善基督徒学生的生物学学习体验,因为在生物学学术环境中,他们的基督教信仰可能会被污名化。随着本科生理科课堂变得以学生为中心,学生之间的互动也随之增加,基督徒可能会觉得有必要在同学讨论时隐藏自己的宗教身份。在这项访谈研究中,我们使用了 "可隐藏的污名化身份 "这一社会心理学框架,探讨了 30 名基督徒学生在本科生物课程的同学互动中的经历,以寻找改善这些经历的潜在方法。我们发现,学生们认为他们的宗教身份在生物课上的同伴互动中很突出,学生们认为在生物课上向同伴透露自己的宗教身份可能会有好处,但实际上很少有人这样做。此外,尽管大多数学生预期会受到鄙视,但在生物课程中受到其他学生鄙视的学生却相对较少,尽管之前有文献记载基督徒在生物课程中会受到文化鄙视。这些结果表明,今后有必要开展研究,探讨学习环境对学生的影响,在这种环境中,学生有机会相互分享他们的宗教身份,从而减少他们预期和感知到的成见。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses.

The tension between religion and science as a long-standing barrier to science education has led researchers to explore ways of improving the experiences of Christian students in biology who can experience their Christianity as stigmatized in academic biology environments. As undergraduate science classes become student-centered, interactions among students increase, and Christians may feel a need to conceal their religious identities during peer discussions. In this interview study, we used the social psychology framework of concealable stigmatized identities to explore 30 Christian students' experiences during peer interactions in undergraduate biology courses to find potential ways to improve those experiences. We found that students felt their religious identity was salient during peer interactions in biology, and students thought revealing their religious identity to peers in their biology courses could be beneficial, yet few actually did so. Additionally, though most students anticipated stigma, comparatively few had experienced stigma from other students in their biology courses, despite the prior documented cultural stigma against Christians in biology. These results indicate a need for future studies exploring the impact of learning environments in which students are given the opportunity to share their religious identities with one another, which could reduce their anticipated and perceived stigma.

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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.
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