让所有人都能参与:从盲人学生的角度评估普通化学实验课程的重新设计

IF 2.9 3区 教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY
S. Lenzer*, , , A. M. Schneider, , and , A. Nehring, 
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引用次数: 0

摘要

教授基本实验技能的实验课是世界上大多数化学课程的一个组成部分。鉴于对多样性日益敏感,减少障碍并使所有学生参与实验课程是教育努力的中心目标。然而,到目前为止,很少存在可管理的方法来支持讲师计划,实施和评估使所有学生积极参与的实验课程。本文提出了一种重新设计入门性实验的方法,使更多的人参与到实验中来。基于NinU框架,一个由德国包容性科学教育网络开发的框架(ger)。: Netzwerk inklusiver naturwissenschaftlicher unterright (NinU)),我们说明了我们如何调整实验,让盲人学生积极参与本科实验课程。我们还介绍了一个定性案例研究的结果,在这个案例研究中,学生接受了关于我们重新设计成功的采访。这些结果表明,基于NinU框架的修改不仅大大提高了参与率,而且产生了意想不到的影响,如技术、组织、身体和职业安全问题。我们讨论这些发现,认为这些发现对寻求增加实验室参与和鼓励所有利益相关者进一步研究的教育工作者和研究人员具有特别的价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Making Participation Accessible to All: Evaluating the Redesign of a General Chemistry Lab Course from a Blind Student’s Perspective

Making Participation Accessible to All: Evaluating the Redesign of a General Chemistry Lab Course from a Blind Student’s Perspective

Lab courses teaching basic experimental skills are an integral part of most chemistry programs around the world. Given an increasing sensitivity toward diversity, minimizing barriers and enabling participation of all students in lab courses is a central goal of educational efforts. So far, however, few manageable approaches exist that support lecturers in planning, implementing, and evaluating lab courses that enable all students to actively participate. This article presents an approach to redesigning introductory lab experiments enabling more participation in the lab. Based on the NinU framework, a framework developed from a German network for inclusive science education (ger.: Netzwerk inklusiver naturwissenschaftlicher Unterricht (NinU)), we illustrate how we adapted experiments to allow blind students to actively participate in an undergraduate lab course. We also present results from a qualitative case study in which the student was interviewed about the success of our redesign. These results reveal that the modifications based on the NinU framework not only largely increased participation but also had unintended effects, such as technical, organizational, physical, and occupational safety issues. We discuss these findings as being of particular value to educators and researchers seeking to increase participation in the laboratory and encourage further research involving all stakeholders.

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来源期刊
Journal of Chemical Education
Journal of Chemical Education 化学-化学综合
CiteScore
5.60
自引率
50.00%
发文量
465
审稿时长
6.5 months
期刊介绍: The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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