Making Space for Social and Emotional Learning in Science Education
Making Space for Social and Emotional Learning in Science Education
复制标题
在科学教育中为社交和情感学习创造空间
作者：
Erin Ingram;Kristie Reddick;J. Honaker;Gwen A. Pearson
众所周知，社交情感学习 (SEL) 可以提高学生的成绩，但很少与 STEM 结合起来。在本文中，我们提出了一项行动研究，旨在检验 STEM + SEL 课程干预对解决现实世界学校冲突的影响。一百名六至八年级学生和四名教师参加了 SEL 节肢动物课程“DIFFERENT”的现场辅导。干预结束后，学生们完成了关于节肢动物行为、狼蛛和人类的开放式对联陈述，旨在测量情绪变化。使用归纳编码以否定 (1) 到肯定 (5) 的范围对答案进行手动编码。对于所有三个问题，陈述情绪都显着从负面转变为中性，从负面转变为正面。中性到积极的转变仅对有关节肢动物行为的对联陈述有意义。这项研究报告了第一个在将学生的社交情感技能融入科学课堂的课程中成功使用节肢动物进行 SEL 的证实实例。
Social-emotional learning (SEL) is known to improve student outcomes but is rarely combined with STEM. In this paper we present an action research study to examine the impact of a STEM + SEL curriculum intervention to address a real-world school conflict. One hundred sixth–eighth graders and four teachers participated in an in-person facilitation of a SEL Arthropod curriculum, DIFFERENT. After the intervention, students completed open-ended couplet statements about arthropod behavior, tarantulas, and humans designed to measure sentiment change. Answers were manually coded using inductive coding on a scale of negative (1) to positive (5). Statement sentiments significantly shifted from negative to neutral and negative to positive for all three questions. Neutral to positive shifts were only significant for the couplet statements about arthropod behavior. This study reports the first confirmed instance of successful use of arthropods for SEL within a curriculum that integrates students’ social-emotional skills within a science classroom.