科学家在中学的焦点:学生在接受书面作业后科学认同的多种措施的转变。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Dax Ovid, L'vannah Abrams, Tess Carlson, Mark Dieter, Paulos Flores, David Frischer, Jolie Goolish, Michelle La-Fevre Bernt, Amber Lancaster, Christopher Lipski, Joshua Vargas Luna, Lucy M C Luong, Marlene Mullin, Mia Janelle Newman, Carolina Quintero, Julie Reis, Freja Robinson, Allison James Ross, Hilary Simon, Gianne Souza, Jess Taylor, Katherine E Ward, Yvonne Lever White, Emily Witkop, Christine Yang, Aliza Zenilman, Eddie Zhang, Jeffrey N Schinske, Kimberly D Tanner
{"title":"科学家在中学的焦点:学生在接受书面作业后科学认同的多种措施的转变。","authors":"Dax Ovid,&nbsp;L'vannah Abrams,&nbsp;Tess Carlson,&nbsp;Mark Dieter,&nbsp;Paulos Flores,&nbsp;David Frischer,&nbsp;Jolie Goolish,&nbsp;Michelle La-Fevre Bernt,&nbsp;Amber Lancaster,&nbsp;Christopher Lipski,&nbsp;Joshua Vargas Luna,&nbsp;Lucy M C Luong,&nbsp;Marlene Mullin,&nbsp;Mia Janelle Newman,&nbsp;Carolina Quintero,&nbsp;Julie Reis,&nbsp;Freja Robinson,&nbsp;Allison James Ross,&nbsp;Hilary Simon,&nbsp;Gianne Souza,&nbsp;Jess Taylor,&nbsp;Katherine E Ward,&nbsp;Yvonne Lever White,&nbsp;Emily Witkop,&nbsp;Christine Yang,&nbsp;Aliza Zenilman,&nbsp;Eddie Zhang,&nbsp;Jeffrey N Schinske,&nbsp;Kimberly D Tanner","doi":"10.1187/cbe.22-07-0149","DOIUrl":null,"url":null,"abstract":"<p><p>Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/ff/a0/cbe-22-ar22.PMC10228265.pdf","citationCount":"0","resultStr":"{\"title\":\"Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.\",\"authors\":\"Dax Ovid,&nbsp;L'vannah Abrams,&nbsp;Tess Carlson,&nbsp;Mark Dieter,&nbsp;Paulos Flores,&nbsp;David Frischer,&nbsp;Jolie Goolish,&nbsp;Michelle La-Fevre Bernt,&nbsp;Amber Lancaster,&nbsp;Christopher Lipski,&nbsp;Joshua Vargas Luna,&nbsp;Lucy M C Luong,&nbsp;Marlene Mullin,&nbsp;Mia Janelle Newman,&nbsp;Carolina Quintero,&nbsp;Julie Reis,&nbsp;Freja Robinson,&nbsp;Allison James Ross,&nbsp;Hilary Simon,&nbsp;Gianne Souza,&nbsp;Jess Taylor,&nbsp;Katherine E Ward,&nbsp;Yvonne Lever White,&nbsp;Emily Witkop,&nbsp;Christine Yang,&nbsp;Aliza Zenilman,&nbsp;Eddie Zhang,&nbsp;Jeffrey N Schinske,&nbsp;Kimberly D Tanner\",\"doi\":\"10.1187/cbe.22-07-0149\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.</p>\",\"PeriodicalId\":56321,\"journal\":{\"name\":\"Cbe-Life Sciences Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/ff/a0/cbe-22-ar22.PMC10228265.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cbe-Life Sciences Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1187/cbe.22-07-0149\",\"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.22-07-0149","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: 0

摘要

基于科学家刻板印象、可能的自我和科学身份的理论框架,书面作业被开发出来,通过传记和反刻板印象科学家的研究来教授科学内容-科学家聚光灯(www.scientistspotlights.org)。先前关于科学家聚焦任务的研究表明,大学水平的生物学学生如何与科学家联系和描述科学家,以及他们在生物学课程中的表现发生了重大变化。然而,科学家聚焦作业在中学的结果还有待探索。本研究与来自12所学校的18名科学教师合作,评估了科学家聚焦作业对中学生的影响。我们使用已发布的评估工具:相关性提示;刻板印象提示;以及绩效/能力、兴趣和认可(PCIR)工具。统计分析比较了学生在接受至少三个科学家聚焦任务之前和之后的反应。我们观察到学生对科学家的相关性和描述以及其他科学认同措施发生了重大变化。重要的是,通过实施策略对班级进行分类显示,报告课堂讨论的教师的学生相关性变化显著,而报告没有讨论的教师的学生相关性变化不显著。我们的研究结果提出了关于情境和教学影响在科学家聚焦作业中塑造学生成果的问题,比如不内容的教师谈话如何促进学生在科学身份方面的转变。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.

Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.

Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.

Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.

Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.

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