Epistemic beliefs of non-STEM majors regarding the nature of science: Where they are and what we can do
Epistemic beliefs of non-STEM majors regarding the nature of science: Where they are and what we can do
复制标题
非 STEM 专业学生关于科学本质的认知信念：他们在哪里以及我们能做什么
DOI：
10.1119/1.4979654
复制
发表时间：
2017
影响因子：
0.9
通讯作者：
Keith Johnson
中科院分区：
文献类型：
--
作者：
S. Willoughby;Keith Johnson
在一个中等规模的赠地机构就读于天文学入门的学生进行了为期三年的调查，在每个学期的开始和结束时，他们对物理科学的认识信念。在对照（基线）课程中收集了两年的数据后，该课程进行了修订，包括定期讨论科学的本质，实践识别伪科学主张，以及元认知实践。调查数据的认知信念收集了一个学年后，课程修订。这项工作详细说明了如何在基线和修订部分的研究过程中的结构。对研究的两个部分的数据进行了整体分析，并按性别进行了细分。基线数据中出现的负面趋势在课程的修订部分基本上得到消除。数据分析激发了一个讨论，为什么包括有关科学的性质的内容应该整合在面向非科学专业的课程。
Students enrolled in introductory astronomy at a mid-sized land grant institution were surveyed at the start and end of each semester for three years regarding their epistemic beliefs about the physical sciences. After collecting data for two years in the control (baseline) course, the course was revised to include regular discussions of the nature of science, practice identifying pseudoscientific claims, and practice with metacognition. Survey data on epistemic beliefs were collected for one more academic year after the course was revised. This work details how the course was structured during the baseline and revised portions of the study. Data from both portions of the study are analyzed as a whole as well as broken down by gender. Negative trends seen in the baseline data are mostly eradicated in the revised portion of the course. The data analysis motivates a discussion of why including content regarding the nature of science should be integrated in classes geared toward non-science majors.