Seeking to Improve African American Girls’ Attitudes toward Science
Seeking to Improve African American Girls’ Attitudes toward Science
复制标题
寻求改善非裔美国女孩对科学的态度
DOI：
10.1086/674419
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Yvonne Lucas
中科院分区：
文献类型：
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作者：
Gayle A. Buck;Kristin L. Cook;Cassie F. Quigley;Pearl Prince;Yvonne Lucas
在这项参与性行动研究中，我们回答了这样的问题：我们如何改善小学非裔美国女孩对科学教育的态度？ 3-6 年级的女生完成了对科学态度的修正调查问卷。全年有目的的 30 名女孩参加了多次焦点小组访谈。累积的研究结果表明，我们的举措（1）对最初在科学教育中表现出低自我效能感或对科学吸引力低的女孩产生了积极影响；（2）保持了其他女孩的积极态度。我们倡议的教学方面有助于改善态度，包括建立协作活动、支持性实验室老师以及针对当地问题的基于探究的经验。我们的研究结果还揭示了我们需要改进的方面。这些领域包括更加开放、基于探究的科学博览会以及实验室和课堂教师之间的联系。
In this participatory action research study, we answered the question, How can we improve attitudes toward science education of the African American girls at an elementary school? Girls in grades 3–6 completed the Modified Attitudes toward Science Inventory. A purposeful sample of 30 girls participated in several focus-group interviews throughout the year. The cumulative findings indicate that our initiative (1) had positive impacts on girls who originally demonstrated low self-efficacy in science education or low attraction to science and (2) maintained the positive attitudes of the other girls. The instructional aspects of our initiative that contributed to the improvement in attitudes included the establishment of collaborative activities, a supportive lab teacher, and inquiry-based experiences focused on local problems. Our findings also reveal aspects of our efforts that we need to improve. These areas include a more open, inquiry-based science fair and connections between the lab and classroom teachers.