Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.
Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.
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DOI：
10.1187/cbe.22-07-0149
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发表时间：
2023-06
期刊：
影响因子：
--
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中科院分区：
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基于科学家刻板印象，可能的自我和科学身份的理论框架，编写了书面作业，通过传记和反刻板科学家的研究来教授科学内容-科学家聚光灯（www.scientistspotlights.org）。以前的研究科学家聚光灯任务显示，大学水平的生物学学生如何与科学家和描述他们在生物学课程的表现显着的变化。然而，中学的“科学家聚焦”作业的成果尚待探索。本研究与来自12所学校的18名科学教师合作，评估了科学家聚光灯作业对中学生的影响。我们使用已发表的评估工具：相关性提示;刻板印象提示;和性能/能力，兴趣和识别（PCIR）工具。统计分析比较了学生在接受至少三次科学家聚焦任务之前和之后的反应。我们观察到学生对科学家的描述以及其他科学身份措施的相关性发生了重大变化。重要的是，按实施策略分列的班级显示，学生的相关性变化是显着的教师报告在课堂上的讨论和不显着的教师报告没有讨论。我们的研究结果提出了有关背景和教学影响的问题，这些影响塑造了科学家聚光灯任务的学生成果，比如非内容的教师谈话如何促进学生在科学身份方面的转变。
Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists—Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students’ responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students’ relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students’ relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.
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DOI：
10.1080/10705519909540118
发表时间：
1999-01-01
影响因子：
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作者：
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发表时间：
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期刊：
Social sciences (Basel, Switzerland)
影响因子：
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