A Culturally Responsive Curricular Revision to Improve Engagement and Learning in an Undergraduate Microbiology Lab Course.
A Culturally Responsive Curricular Revision to Improve Engagement and Learning in an Undergraduate Microbiology Lab Course.
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DOI：
10.3389/fmicb.2020.577852
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发表时间：
2020
影响因子：
5.2
通讯作者：
Torres Rivera C
中科院分区：
文献类型：
--
作者：
Fuller KS;Torres Rivera C
我们寻求提高学生的参与度和成功率，从而提高我们的西班牙裔服务机构学生的保留率和学位获得率。我们假设，在本科微生物学实验室中使用文化响应方法将增加参与度和学习收益。使用文化上敏感的方法，让学生从自己的理解开始学习-以学生的生活经验为中心。学生们采访了家庭成员，了解“家庭疗法”，然后设计实验来测试这些家庭疗法是否会影响通常与胃肠道不适（金黄色葡萄球菌，蜡状芽孢杆菌和大肠杆菌）或喉咙痛（淋病奈瑟菌，化脓性链球菌和肺炎支原体）有关的细菌的生长。作为最后的评估，学生们制作了项目海报，并在班级研讨会上展示。实施专注于肠道微生物组的文化响应研究经验，导致学习收益增加，这一点可以从布卢姆修订的分类量表上得到证明。学生的反馈表明参与度增加，对科学传播的信心增加，对微生物学有了更深入的理解和欣赏。两者合计，结果表明，学生欣赏一个更具文化敏感性和以学生为中心的方法来学习微生物学，并鼓励这种方法扩展到课程中的其他模块。本文包括支持这一主张的响应数据，以及支持微生物学人类微生物组方法的样本课程日历和补充学习材料。
We seek to increase student engagement and success to subsequently lead to increased retention and degree attainment for students at our Hispanic-serving institution. We hypothesized that using a culturally responsive approach in an undergraduate microbiology lab would increase engagement and learning gains. Using a culturally responsive approach allowed students to start their learning from their own place of understanding—centering students’ lived experiences. Students interviewed family members to learn about “home remedies,” and then devised experiments to test whether those home remedies affected growth of bacteria commonly implicated in gastrointestinal distress (Staphylococcus aureus, Bacillus cereus, and Escherichia coli) or sore throat (Neisseria gonorrhoeae, Streptococcus pyogenes, and Mycoplasma pneumoniae). As a final assessment, students generated project posters which they presented at a class symposium. Implementation of a culturally responsive research experience focused on the gut microbiome resulted in increased learning gains as evidenced by movement up Bloom’s Revised Taxonomy Scale. Student feedback indicated increased engagement, increased confidence in communicating science and a deeper understanding and appreciation for microbiology. Taken together, the results indicate that students appreciate a more culturally responsive and student-centered approach to learning in microbiology and encourages expansion of this approach to other modules in the course. This paper includes responsive data to support this claim, as well as a sample course calendar and supplementary learning material to support the human microbiome approach to microbiology.
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影响因子：
6
作者：
Atkinson, P;Pugsley, L
通讯作者：
Pugsley, L
影响因子：
1.9
作者：
Cooper KM;Soneral PAG;Brownell SE
通讯作者：
Brownell SE
DOI：
10.1187/cbe.14-06-0099
发表时间：
2014
期刊：
CBE life sciences education
影响因子：
--
作者：
Bangera G;Brownell SE
通讯作者：
Brownell SE
影响因子：
3.7
作者：
Cooper, Katelyn M.;Blattman, Joseph N.;Brownell, Sara E.
通讯作者：
Brownell, Sara E.
影响因子：
1.9
作者：
Hurst-Kennedy, Jennifer;Saum, Michael;Barrera, Alessandra
通讯作者：
Barrera, Alessandra