Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.
Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.
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DOI：
10.1187/cbe.16-12-0344
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Zamudio KR
中科院分区：
文献类型：
--
作者：
Ballen CJ;Wieman C;Salehi S;Searle JB;Zamudio KR
主动学习教学法提高了所有学生的科学自我效能感，但这种提高只对代表性不足的少数民族学生产生了学业成绩的改善——这种改善消除了传统讲座学期中存在的成绩差距。在科学、技术、工程和数学（STEM）领域留住代表性不足的少数族裔（URM）学生的努力在高等教育中只取得了有限的成功，部分原因是历史上代表性不足的背景和代表性良好的背景的学生之间的成就差距持续存在。为了验证主动学习对URM学生有很大好处的假设，我们量化了传统学习与主动学习对学生学业成绩、科学自我效能感和社会归属感的影响，研究对象是一个大型（超过250名学生）的STEM入门课程。向主动学习的转变缩小了非自主学习和自主学习学生之间的学习收益差距，并导致所有学生的科学自我效能感都有所提高。社会归属感也随着主动学习而显著增加，但仅针对非urm学生。通过结构方程模型，我们证明，对于URM学生，自我效能感的提高介导了主动学习教学法对学生成绩两个指标的积极影响。我们的研究结果增加了越来越多的研究，这些研究支持多样化和包容性的教学作为多元化STEM劳动力的一条途径。
An active-learning pedagogy increased all students’ science self-efficacy, but this increase led to improved academic performance only for underrepresented minority students—an improvement that eliminated the performance gap present in the traditional lecture semester. Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.
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DOI：
10.1187/cbe.06-09-0194
发表时间：
2007-01-01
期刊：
CBE life sciences education
影响因子：
--
作者：
Freeman, Scott;O'Connor, Eileen;Wenderoth, Mary Pat
通讯作者：
Wenderoth, Mary Pat
影响因子：
--
作者：
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影响因子：
3.9
作者：
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通讯作者：
Bearman, Steve
影响因子：
6.8
作者：
AKAIKE, H
通讯作者：
AKAIKE, H
影响因子：
7.4
作者：
Alexander, Charles;Chen, Eric;Grumbach, Kevin
通讯作者：
Grumbach, Kevin