Profiles of Urban, Low SES, African American Girls’ Attitudes Toward Science
Profiles of Urban, Low SES, African American Girls’ Attitudes Toward Science
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城市、低社会经济地位、非裔美国女孩对科学的态度概况
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Yvonne Lucas
中科院分区：
文献类型：
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作者：
Gayle A. Buck;Kristin L. Cook;Cassie F. Quigley;J. Eastwood;Yvonne Lucas
这项研究的目的是增加科学教育界对女孩的经验和需求的理解，这些女孩跨越了性别、种族和社会经济地位的传统分类界限，其需求和经验基本上被忽视。在一系列的几个第一，这项研究试图探讨如何从低社会经济地位社区的非裔美国女孩在科学学习的位置。本研究采用混合方法的序贯解释策略，采用定性和定量相结合的两个数据收集阶段，对89名非裔美国女孩的科学学习取向进行调查。通过使用定量数据从修改的态度对科学的清单，组织学生的态度配置文件，然后顺序整合的配置文件的分数与一年之久的访谈数据，我们发现，最好的描述了女孩的科学取向的科学定义，科学的重要性，与科学的经验，并在科学上取得成功。因此，我们的混合方法分析提供了四种人格取向，将学校的成功和科学经验与科学的信心和重要性以及科学的定义与价值/愿望联系起来。在我们努力缩小成就差距的过程中，我们得出的结论是，应该更多地强调概念理解和解决问题的技能，同时仍然认识到失去科学与社会之间联系的危险，这种联系经常困扰着以成就为重点的努力。我们继续努力与这组女孩将集中在这些教学技术与解决所有科学学习者的需求的目标。
The purpose of this study was to increase the science education community’s understanding of the experiences and needs of girls who cross the traditional categorical boundaries of gender, race and socioeconomic status in a manner that has left their needs and experience largely invisible. A first of several in a series, this study sought to explore how African American girls from low SES communities position themselves in science learning. We followed a mixed-methods sequential explanatory strategy, in which two data collection phases, qualitative following the quantitative, were employed to investigate 89 African-American girls’ personal orientations towards science learning. By using quantitative data from the Modified Attitudes toward Science Inventory to organize students into attitude profiles and then sequentially integrating the profile scores with year-long interview data, we found that the girls’ orientations towards science were best described in terms of definitions of science, importance of science, experiences with science, and success in science. Therefore, our mixed method analysis provided four personality orientations which linked success in school and experiences with science to confidence and importance of science and definitions of science to value/desire. In our efforts to decrease the achievement gap, we concluded there should be more emphasis on conceptual understanding and problem-solving skills, while still being cognizant of the danger of losing the connection between science and society which so often plagues achievement-focused efforts. Our continued efforts with this group of girls will center on these instructional techniques with the goal of addressing the needs of all science learners.