Embracing Neurodiversity by Increasing Learner Agency in Nonmajor Chemistry Classes
Embracing Neurodiversity by Increasing Learner Agency in Nonmajor Chemistry Classes
复制标题
DOI：
10.1021/acs.jchemed.1c00247
复制
发表时间：
2021-11-18
影响因子：
3
通讯作者：
Budy, Beatrix
中科院分区：
文献类型：
--
作者：
Budy, Beatrix
在这项工作中，我们专注于神经多样性，最近定义的多样性方面。化学教育正处于认识到神经多样性给该领域带来的价值的早期阶段。在概述了当前的术语之后，我们讨论了神经分歧学生在化学课上面临的一般挑战。为了为具有不同神经认知功能的学生创造包容性的课堂体验，我们专注于增加学习者代理。我们的前提是，神经多样性是由一个良好的结构，学习者驱动的类经验的支持。在此基础上，我们开发了一种设计，并应用于因COVID-19疫情而远程教授的非专业化学课程。我们的前提是支持从师生互动，学生调查和学生课程评估提取的数据。
In this work we focus on neurodiversity, a recently defined facet of diversity. Chemical education is in its early stages of recognizing the value that neurodiversity brings to the field. After an overview of current terminology, we discuss general challenges that neurodivergent students face in chemistry classes. To create an inclusive class experience for students with diverse neurocognitive functioning, we focus on increasing learner agency. Our premise is that neurodiversity is supported by a well structured, learner-driven class-experience. On the basis of this, we developed a design that we applied in nonmajor chemistry courses taught remotely due to the COVID-19 pandemic. Our premise is supported by data extracted from student-teacher interactions, student surveys, and student course evaluations.