An Explicit and Reflective Approach to Teaching Nature of Science in a Course-Based Undergraduate Research Experience
An Explicit and Reflective Approach to Teaching Nature of Science in a Course-Based Undergraduate Research Experience
复制标题
在基于课程的本科生研究经验中教授科学本质的明确和反思性方法
DOI：
10.1007/s11191-023-00441-8
复制
发表时间：
2023
影响因子：
2.8
通讯作者：
Rudge, David Wÿss
中科院分区：
文献类型：
--
作者：
Witucki, Allison;Beane, Wendy;Pleasants, Brandy;Dai, Peng;Rudge, David Wÿss
让 STEM 专业的本科生参与真实的研究被认为是推动科学领域发展、为学生的职业生涯和研究生教育项目做好准备的迫切目标。真实研究的一个重要组成部分经常被忽视，那就是学生对科学本质（NOS）的理解以及它与新颖研究的关系。先前在这些真实环境中的研究似乎依赖于一种隐式的 NOS 教学方法，毫不奇怪，这些研究表明学生的理解仅略有提高。此后对真实环境的研究表明，学生总体上对 NOS 有了更深入的理解，但仍难以理解更抽象的概念，例如社会和文化影响的作用以及科学中的想象力和创造力。因此，这项定性研究的目的是检验学生在从事新颖研究时对这些 NOS 概念的理解。 NOS 概念是通过明确和反思的方法引入的。具体来说，学生在探索 NOS 概念以及这些概念与科学研究的关系时，会参与反思问题、课堂讨论、历史叙述和讲师的自传故事。使用 SUSSI 在课程结束时进行半结构化访谈来测量学生对 NOS 的理解 (n= 16)。访谈结果显示，学生对 NOS 概念的理解有所提高。学生们更好地了解社会和文化如何影响科学研究，以及如何在整个科学过程中运用想象力和创造力。学生们大多引用反思问题和课堂讨论来帮助他们改变对观点如何变化的反应的理解。在讨论社会和文化时，学生们指出，他们更好地理解了社会如何影响研究的内容和方式，并注意到当今科学中仍然存在性别偏见的情况。同样，学生们在采访中表示，他们如何理解如何在整个科学过程中而不是仅仅在提出研究问题的阶段中找到想象力和创造力。这项研究表明了使用明确/反思方法讨论 NOS 的重要性，因为它与帮助学生加深理解的真实研究相关。
Involving undergraduate STEM majors in authentic research has been cited as being an imperative goal in advancing the field of science and preparing students for careers and post-graduate educational programs. An important component of authentic research that is often overlooked is student understanding of the Nature of Science (NOS) and how this relates to novel research. Previous research in these authentic settings appears to have depended upon an implicit approach to the teaching of NOS, and, not surprisingly, these studies revealed that students’ understandings only marginally improved. Research in authentic setting since indicates students develop deeper understandings of NOS in general, but struggle with more abstract concepts, such as the role of social and cultural influences as well as imagination and creativity in science. Therefore, the purpose of this qualitative study is to examine student understanding of these NOS concepts as they are engaged in novel research. NOS concepts were introduced using an explicit and reflective approach. Specifically, students were engaged with reflection questions, in-class discussions, historical narratives, and autobiographical stories of the instructor as they explored the NOS concepts and how these relate to scientific research. Student NOS understandings (n= 16) were measured pre/post using the SUSSI with semi-structured interviews taking place at the end of the course. The findings from the interviews revealed that students understanding of the NOS concepts improved. Students came to better understand how society and culture impact scientific research, and how imagination and creativity are used throughout the entire scientific process. Students largely cited the reflection questions and in-class discussions as contributing to their change in understanding in their responses to how their views changed. In discussing society and culture, students noted that they better understood how society impacts what and how research is conducted as well as noting instances where gender bias is still present in science today. Likewise, students indicated during the interviews how they came to understand how imagination and creativity can be found throughout the entire scientific process instead of just the stage where a research question is posed. This study shows the importance of discussing NOS using an explicit/reflective approach as it relates to authentic research in helping students develop deeper understandings.
登录
查看更多内容
入门地质学实验室的真实研究和学生反思：对科学理解本质和科学自我效能的影响
DOI：
--
发表时间：
2018
期刊：
影响因子：
--
作者：
Elizabeth Moss;C. Cervato;Ulrike Genschel;Lori M. Ihrig;C. Ogilvie
通讯作者：
C. Ogilvie
影响因子：
4.6
作者：
Bell, RL;Blair, LM;Lederman, NG
通讯作者：
Lederman, NG
学习者对概念转变要求的反应：科学教学有效性质的考虑
DOI：
--
发表时间：
2006
期刊：
影响因子：
--
作者：
Michael P. Clough
通讯作者：
Michael P. Clough
影响因子：
4.3
作者：
C. Williams;D. Rudge
通讯作者：
D. Rudge
DOI：
--
发表时间：
2013
期刊：
影响因子：
--
作者：
S. Cessna;D. Neufeld;S. J. Horst
通讯作者：
S. J. Horst