科学的相关性、科学家的概念化和情境化的“失败”作为学生科学身份发展的中介。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Christine M Ambrosino, Malia Ana J Rivera
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引用次数: 0

摘要

海洋科学研究体验(REMS)计划是一项基于夏威夷地方的CURE(基于课程的本科生研究体验),面向高中后期和本科早期的学生,学生们在该计划中利用当地社区的历史、文化和生态系统进行独立研究。除了提供有意义的海洋科学教育和培训机会外,REMS还解决了学生对失败的恐惧,他们认为自己的文化和个人身份与本科科学道路不兼容。关于学生对科学和科学家的态度和概念的数据是通过编程前和编程后的开放式调查项目、科学家绘图测试和编程后访谈收集的。研究结果表明,基于地点的元素和真实的研究经验的结合将学生对科学家的概念化转变为“人性化”的结构。这一主题的出现恰逢学生们认识到自己是科学家,对内容理解和研究技能有了信心,对科学作为一种职业途径越来越感兴趣,并认识到科学如何影响他们的社区。这项研究表明,强调科学的文化相关性、对“科学家”的包容性概念化以及“失败”在科学中的情境化作用的CURE,可能有助于历史上被边缘化的学生认识到自己是科学家,并最终坚持科学职业。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Relevance of Science, Conceptualization of Scientists, and Contextualized "Failure" as Mediators in the Development of Student Science Identity.

The Research Experiences in Marine Science (REMS) Program is a Hawai'i place-based CURE (course-based undergraduate research experience) for late high school and early undergraduate students wherein students conduct independent research that draws upon the history, culture, and ecosystem of their local communities. In addition to providing meaningful access to marine science education and training, REMS addresses a fear of failure expressed by students who view their culture and personal identity as incompatible with undergraduate science pathways. Data about student attitudes toward and conceptualizations of science and scientists were collected through pre- and postprogram open-ended survey items, Draw-a-Scientist Tests, and postprogram interviews. Results suggest the combination of place-based elements and an authentic research experience shifted students' conceptualization of scientists to a "humanized" construct. The emergence of this theme coincided with students recognizing themselves as scientists, gaining confidence in content understanding and research skills, increasing interest in science as a career pathway, and recognizing how science affects their communities. This study demonstrates how a CURE that emphasizes the cultural relevance of science, an inclusive conceptualization of a "scientist", and contextualized role of "failure" in science, may contribute to historically marginalized students recognizing themselves as scientists and ultimately persisting in science careers.

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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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