Speaking to Learn and Learning to Speak: Service-Learning Involving Communication in the Chemistry Curriculum
Speaking to Learn and Learning to Speak: Service-Learning Involving Communication in the Chemistry Curriculum
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从口语到学习和学口语：化学课程中涉及沟通的服务学习
DOI：
10.1021/acs.jchemed.2c00985
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发表时间：
2023
影响因子：
3
通讯作者：
Bauer, Christopher F.
中科院分区：
文献类型：
--
作者：
Bowe, Kathleen A.;Green, Alexa R.;Gorske, Yi Jin;Lesher, Emily;Bauer, Christopher F.
基于社区的学习（CBL），也被称为服务学习（SL），为学生提供一个积极和有意义的学习环境，并已在STEM课程研究了几十年。社区化学是一门新颖的化学课程，在多门课程（包括入门课程）中编织服务学习项目，让学生建立自我效能和可转移技能。在三年的时间里，学生经历了多个项目，同时参加了两个学期的一般和有机化学课程和一个学期的有机调查，环境和分析化学课程。通过调查、反思和访谈收集的学生体验与进行同等非SL项目的学生以及因COVID-19疫情而虚拟进行的项目进行了比较。从数据中可以看出，公共交流和社区伙伴互动是主要的主题，并通过自决理论的透镜加以探讨。结果表明，学生对自己的角色感到焦虑，但社区合作伙伴的互动动机。项目完成对应的自我效能感增加类似的未来任务与学生感知多种经验的好处。
Community-based learning (CBL), also known as service learning (SL), provides students with an active and meaningful learning environment and has been studied in STEM courses for several decades. Chemistry for the Community is a novel chemistry curriculum that weaves service-learning projects throughout multiple courses, including gateway courses, and allows students to build self-efficacy and transferable skills. Over a three-year period, students experienced multiple projects while enrolled in two-semester general and organic chemistry courses and one-semester organic survey, environmental, and analytical chemistry courses. Student experiences, gathered by surveys, reflections, and interviews, were compared to those of students conducting equivalent non-SL projects, as well as projects conducted virtually due to the COVID-19 pandemic. Public communication and community partner interaction emerged as major themes from the data and were explored through the lens of self-determination theory. Results indicate that students were anxious about their role but were motivated by community partner interaction. Project completion corresponded to an increase in self-efficacy regarding similar future tasks with students perceiving benefits of multiple experiences.
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