Developing the inner scientist: book club participation and the nature of science.
Developing the inner scientist: book club participation and the nature of science.
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DOI：
10.1187/cbe.12-02-0020
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Kubba S
中科院分区：
文献类型：
--
作者：
Griffard PB;Mosleh T;Kubba S
一年级医学预科学生对科学本质（NOS）的理解在一个学年内得到了提高。那些作为课程选择参加非小说类读书俱乐部的学生比没有参加的学生对NOS有更好的理解。课程前和课程后的调查和课程文件表明，读书俱乐部可能会吸引具有较高NOS状态的学生，并进一步提高它。从理科学生到科学家的飞跃涉及到认识到科学是一种尝试性的，不断发展的知识体系，是社会构建和文化影响的;这被称为科学的本质（NOS）。本研究的目的是记录NOS的增长在一年级的医学预科学生参加了科学读书俱乐部作为一个课程选项。该俱乐部阅读了三部备受赞誉的非小说类作品，这些作品通过科学思想史将生物学与医学联系起来。学生的NOS状态被评估为知情，过渡，或天真的学年开始和结束时使用的科学自然观-表格C（VNOS-C）。焦点小组访谈和作业和考试的文件分析提供了定性证据。VNOS-C分数在学年中有所提高，无论是否参加读书俱乐部。参加读书俱乐部的学生在年底和年初的NOS状态都略好，这表明读书俱乐部可能吸引了而不是培养了NOS状态更高的学生。值得注意的是，可以检测到NOS理解的改善，因为在NOS不是明确的教学主题的文献中很少有NOS增长的报道。
First-year premedical students' understanding of Nature of Science (NOS) improved over one academic year. Those who participated in a nonfiction book club as a curricular option showed better understanding of NOS than students who did not participate. Pre- and postcourse surveys and course documents suggest that book club may attract students with higher NOS status and further improve it. The leap from science student to scientist involves recognizing that science is a tentative, evolving body of knowledge that is socially constructed and culturally influenced; this is known as The Nature of Science (NOS). The aim of this study was to document NOS growth in first-year premedical students who participated in a science book club as a curricular option. The club read three acclaimed nonfiction works that connect biology to medicine via the history of scientific ideas. Students’ NOS status was assessed as informed, transitional, or naïve at the beginning and end of the academic year using the Views of Nature of Science Questionnaire–Form C (VNOS-C). Focus group interviews and document analysis of assignments and exams provided qualitative evidence. VNOS-C scores improved over the academic year regardless of book club participation. Students who participated in book club had marginally better NOS status at the end of the year but also at the beginning, suggesting that book club may have attracted rather than produced students with higher NOS status. It is notable that an improvement in NOS understanding could be detected at all, as there have been few reports of NOS growth in the literature in which NOS was not an explicit topic of instruction.
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影响因子：
4.6
作者：
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