Impacting Career Choices of Historically Underserved Secondary Students by Designing Near-Peer Directed Acid-Base Thematic Laboratory Activities to Enhance STEM Interest.
Impacting Career Choices of Historically Underserved Secondary Students by Designing Near-Peer Directed Acid-Base Thematic Laboratory Activities to Enhance STEM Interest.
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DOI：
10.1021/acs.jchemed.3c00434
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发表时间：
2023-09-12
影响因子：
3
通讯作者：
Ali, Mehnaaz F. F.
中科院分区：
文献类型：
--
作者：
Verma, Abha;Ali, Mehnaaz F. F.
关键词：
目前的研究介绍了路易斯安那州泽维尔大学实验室浓缩流动外联(XULA-MOLE)项目的初步发现，该项目是路易斯安那州泽维尔大学(XULA)和参与新奥尔良中部地区9-12年级教室的学生人口历史上服务不足的合作项目。这里描述的项目旨在提供丰富的实验室，以加强学生的学习并影响学生对STEM领域的职业兴趣，特别是在课堂上，因为缺乏资源而无法获得急需的“动手”实验室经验。在这个案例研究中，我们将介绍和讨论酸和碱主题领域的探究式实验模块。这些模块是由XULA本科生STEM学生精心考虑和修改而成的。实验模块基于参与课程的教师在本学期高中课堂上讨论的课程。积极学习的努力在本学期的6周内进行，为参与的课堂提供持续和有效的资源。由于这两组学生(XULA-Mole学生和高中生)都来自代表性较低的群体，因此有一种强烈的共同兴趣意识和动态的近同行指导。使用形成性和终结性评估来衡量项目结果，这些评估表明在影响职业兴趣和增加参与的高中生的内容知识方面取得了初步成功。
The current study describes preliminary findings from the Xavier University of Louisiana Mobile Outreach for Laboratory Enrichment (XULA-MOLE) project, which is a collaboration between Xavier University of Louisiana (XULA), a Historically Black and Catholic University, and participating 9th–12th grade classrooms in the central New Orleans area with a historically underserved student population. The project described here is geared toward providing laboratory enrichment to enhance student learning and impact student career interest in STEM fields, especially in classrooms with a much-needed “hands-on” laboratory experience which is unavailable due to a lack of resources. In this case study, we will present and discuss the inquiry-based laboratory modules for the topic area of acids and bases. These modules were created with careful thought and revision by XULA undergraduate STEM students. The experimental modules were based on the curriculum that participating teachers were discussing in the high-school classroom during the semester. The active-learning efforts were carried out during 6 weeks of the semester to provide a sustained and impactful resource for the participating classrooms. Since both groups of students (XULA-MOLE students and the high school students) were from underrepresented groups there was a strong sense of shared interest and dynamic near-peer mentorship. The project outcomes were measured using both formative and summative assessments indicative of preliminary successes in impacting career interests and increasing the content knowledge of participating high-school students.
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DOI：
10.1187/cbe.16-01-0038
发表时间：
2016
期刊：
CBE life sciences education
影响因子：
--
作者：
Estrada M;Burnett M;Campbell AG;Campbell PB;Denetclaw WF;Gutiérrez CG;Hurtado S;John GH;Matsui J;McGee R;Okpodu CM;Robinson TJ;Summers MF;Werner-Washburne M;Zavala M
通讯作者：
Zavala M
影响因子：
3
作者：
Budke, Michael;Parchmann, Ilka;Beeken, Marco
通讯作者：
Beeken, Marco
DOI：
10.15695/jstem/v5i2.12
发表时间：
2022-08
期刊：
Journal of STEM outreach
影响因子：
--
作者：
通讯作者：
--
影响因子：
6.7
作者：
Kricorian, Katherine;Seu, Michelle;Equils, Ozlem
通讯作者：
Equils, Ozlem
影响因子：
4.6
作者：
Aschbacher, Pamela R.;Li, Erika;Roth, Ellen J.
通讯作者：
Roth, Ellen J.