The culturally responsive science teaching practices of undergraduate biology teaching assistants
The culturally responsive science teaching practices of undergraduate biology teaching assistants
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DOI：
10.1002/tea.21711
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发表时间：
2021-05-22
影响因子：
4.6
通讯作者：
Cotner, Sehoya
中科院分区：
文献类型：
--
作者：
Barron, Hillary A.;Brown, Julie C.;Cotner, Sehoya
科学作为一个企业一直是、并将继续是排他性的，在人们的声音被听到以及什么/谁的知识被认为是有效的方面永久存在不平等。在科学和工程领域，女性、有色人种和残疾人的数量仍然远远少于白人男性同行。这些类型的不平衡造成了一种不平等和难以接近的把关文化，特别是对于传统上代表性不足的学生而言。科学课堂，尤其是本科阶段的科学课堂，努力模仿科学界更广泛的实践，因此具有永久排斥某些人群的巨大潜力。然而，它们也有可能成为公平参与科学的催化剂。在本科生课堂中利用文化响应型科学教学（CRST）等赋权教学法可以减轻科学中的把关现象。与本科生物教育中的大多数教师相比，助教 (TA) 与学生进行更多的一对一交流，但为他们提供的教学培训却很少。因此，提高教学知识的培训对于助教来说很重要，但 CRST 培训也至关重要，因为助教对学生具有广泛且可能持久的影响。本研究探讨了本科生物学助教制定 CRST 的方式。本研究使用建构主义扎根理论方法，考察了助教的反思、观察现场记录、半结构化访谈和焦点小组，以围绕其制定 CRST 制定主题。这项研究的结果表明，本科生物学助教以四个主题描述的方式制定 CRST：知识联系基金、差异化教学、有意支架和减少学生焦虑。这些发现为如何重新构想本科科学教育以为所有学生创造公平的科学学习机会提供了新的见解。
Science as an enterprise has been and continues to be exclusionary, perpetuating inequities among whose voice is heard as well as what/whose knowledge is recognized as valid. Women, people of color, and persons with disabilities are still vastly outnumbered in science and engineering by their White, male counterparts. These types of imbalances create a gatekeeping culture of inequity and inaccessibility, particularly for traditionally underrepresented students. Science classrooms, especially at the undergraduate level, strive to mimic the broader practices of the scientific community and therefore have tremendous potential to perpetuate the exclusion of certain groups of people. They also have, however, the potential to be a catalyst for equitable participation in science. Utilizing pedagogies of empowerment such as culturally responsive science teaching (CRST) in undergraduate classrooms can mitigate the gatekeeping phenomenon seen in science. Teaching assistants (TAs) engage in more one-on-one time with students than most faculty in undergraduate biology education, yet minimal pedagogical training is offered to them. Therefore, training for improved pedagogical knowledge is important for TAs, but training for CRST is critical as TAs have broad and potentially lasting impact on students. This study explores the ways in which undergraduate biology TAs enact CRST. Using constructivist grounded theory methods, this study examined TAs' reflections, observation field notes, semistructured interviews, and focus groups to develop themes surrounding their enactment of CRST. Findings from this study showed that undergraduate biology TAs enact CRST in ways described by four themes: Funds of Knowledge Connections, Differentiating Instruction, Intentional Scaffolding, and Reducing Student Anxiety. These findings provide new insights into the ways undergraduate science education might be reimagined to create equitable science learning opportunities for all students.