Teaching the Process of Science: Faculty Perceptions and an Effective Methodology
Teaching the Process of Science: Faculty Perceptions and an Effective Methodology
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DOI：
10.1187/cbe.10-01-0005
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发表时间：
2010-12-01
影响因子：
3.7
通讯作者：
Dirks, Clarissa
中科院分区：
文献类型：
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作者：
Coil, David;Wenderoth, Mary Pat;Dirks, Clarissa
大多数科学研究都需要科学过程技能，如数据解释、问题解决、实验设计、科学写作、口头交流、协作工作和对主要文献的批判性分析。这些是科学专门知识的概念框架赖以建立的基本技能。不幸的是，大多数大学科学系缺乏教授本科生科学过程技能的正式课程。然而，有证据强烈表明，在教育早期明确地教授本科生技能可能会增强他们对科学内容的理解。我们的研究表明，教师压倒性地支持教授本科生科学过程技能，但通常没有花足够的时间教授技能，因为他们认为需要涵盖内容。为了鼓励教师们解决这个问题，我们为生命科学专业的新生提供科学过程技能教学的教学理念、方法和材料。我们以以前的工作为基础，展示了学生在阅读初级文献和科学写作方面的学习成果，并分享了学生对这门课程的看法，这门课程的重点是教授科学的过程，而不是内容。我们建议更广泛地实施课程，在本科生学习早期教授科学过程技能，目的是提高学生在科学方面的成功和记忆力，提高一般的科学素养。
Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.