Increasing the science literacy of undergraduate students in STEM: Merging the crosscutting concept of scale with introductory science course content

科学教育研究表明，努力学习科学、技术、工程和数学（STEM）课程材料的学生通常很难理解他们无法直接观察到的过程。当学生遇到涉及大小、距离和时间框架的概念时，这些挑战尤其明显。该项目将开展研究，并制定创新的教学策略和学习评估，以应对规模素养方面的挑战。规模素养是衡量个人掌握概念和协调涉及大小、距离和时间框架等广泛不同规模的现象的能力，是一个人整体科学素养的重要组成部分。虽然该项目将侧重于化学和生物学入门课程，但从研究中获得的见解将广泛适用于所有学科的STEM教育。这项工作将由威斯康星大学密尔沃基分校（UWM）该项目的研究人员进行的初步研究提供信息，该研究成功地证明了通过将规模作为主题融入教学，学生在普通化学I中获得了学习收益。此外，先前的工作导致了两种评估工具的开发，量表概念量表（SCI）和量表读写技能测试（SLST），这将在本项目中使用。通过这个项目，UWM的尺度主题教学将扩展到普通化学II和入门生物学（解剖学和生理学I），并将有助于加强对尺度素养与学生在STEM课程中成功的关系的理解。为了促进STEM学科（除化学或生物学外）的教育工作者通过本项目开发的有效教学策略的采用，量表素养的评估将区分领域一般和领域特定的量表概念。除了SCI和SLST之外，将用于衡量项目成果的特定工具和数据来源包括来自美国化学学会考试协会的标准化期末考试，侧重于评估规模概念的学生访谈，以及学生在目标课程中的表现的机构记录。

Science education research has revealed that students endeavoring to learn material in courses in science, technology, engineering and mathematics (STEM) generally find it difficult to understand processes they are not able to observe directly. These challenges can be especially pronounced when students encounter concepts involving sizes, distances and time frames of very small or very large scales. This project will conduct research and develop innovative teaching strategies and learning assessments that address challenges in scale literacy, which is a measure of an individual's ability to grasp concepts and reconcile phenomena involving widely varying scales of sizes, distances, and time frames and is an important component to one's overall science literacy. Although the project will focus on introductory chemistry and biology courses, the insights gained from the research will be broadly applicable to STEM education in all disciplines. This work will be informed by preliminary research conducted by the investigators of this project at the University of Wisconsin-Milwaukee (UWM) that successfully demonstrated student learning gains were achieved in General Chemistry I by integrating scale as a theme into instruction. Furthermore, the prior work led to the development of two assessment instruments, a Scale Concept Inventory (SCI) and a Scale Literacy Skills Test (SLST), which will be utilized in this project. Through this project, scale-themed instruction at UWM will be extended to General Chemistry II and introductory biology (Anatomy and Physiology I) and will contribute to enhancing understanding of the relationship of scale literacy to student success in STEM courses. To facilitate the adoption of effective instructional strategies developed through this project by educators in STEM disciplines other than chemistry or biology, assessment of scale literacy will distinguish domain-general from domain-specific scale conceptions. In addition to the SCI and SLST, specific instruments and data sources that will be utilized to measure project outcomes include standardized final examinations from the American Chemical Society Examinations Institute, student interviews focused on assessing conceptions of scale, and institutional records of student performance in the targeted courses.