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Exploring the role of high school engineering courses in promoting science attitudes for students with learning disabilities 探索高中工程学课程在促进学习障碍学生科学态度方面的作用
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-20 DOI: 10.1002/tea.21905
Jay Plasman, Michael Gottfried, Filiz Oskay

Demand for engineering-interested and proficient high school graduates continues to grow across the nation. However, there remains a severe gap in college participation and employment in engineering fields for students with learning disabilities (SWLDs). One potential way to encourage SWLDs to consider engineering as a profession and promote the development of key science attitudes may be through engineering and technology career and technical education (E-CTE) coursework. In this study, we address the following research questions: Do SWLDs take E-CTE courses in the early years of high school at different rates compared to students without learning disabilities? What is the relationship between early E-CTE coursetaking and science attitudes (self-efficacy, utility, identity), and does this differ for students with and without learning disabilities? How do specific engineering career expectations change with respect to enrollment in early E-CTE coursework, and do these differ for students with and without learning disabilities? We utilize the High School Longitudinal Study of 2009 (HSLS) to respond to the research questions through moderation models and a student fixed effects methodology. Ultimately, we found no evidence of SWLD underrepresentation in E-CTE in high school. However, SWLDs were expected to benefit more than the general population from E-CTE participation with respect to higher levels of science self-efficacy and science identity. Implications from these findings include how to encourage persistence along the engineering pathway, the growth of career pathway policies at the state level, and how to incorporate E-CTE practices in academic courses.

全国各地对有工程学兴趣且精通工程学的高中毕业生的需求持续增长。然而,对于有学习障碍的学生(SWLDs)来说,他们在工程学领域的大学入学率和就 业率仍然存在着严重的差距。鼓励有学习障碍的学生将工程学作为一门专业并促进他们形成关键科学态度的一个 潜在途径可能是通过工程与技术职业技术教育(E-CTE)课程。在本研究中,我们将探讨以下研究问题:与没有学习障碍的学生相比,学习障碍学生在高中低年级学习 E-CTE 课程的比例是否不同?早期选修 E-CTE 课程与科学态度(自我效能感、效用、身份认同)之间有什么关系?学习早期 E-CTE 课程后,学生对工程学职业的具体期望会发生怎样的变化?我们利用 2009 年高中纵向研究(HSLS),通过调节模型和学生固定效应方法来回答这些研究问题。最终,我们没有发现任何证据表明高中阶段有学习障碍和无学习障碍的学生在电子-职业教育与培训中的比例偏低。然而,与普通人相比,我们预计西南失学儿童会从参与 E-CTE 中获得更高水平的科学自我效能感和科学认同感。这些研究结果的启示包括:如何鼓励在工程学道路上坚持下去、州一级职业道路政策的发展,以及如何将 E-CTE 实践纳入学术课程。
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引用次数: 0
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry 探索新的深度:应用机器学习分析学生的化学论证
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-20 DOI: 10.1002/tea.21903
Paul P. Martin, David Kranz, Peter Wulff, Nicole Graulich

Constructing arguments is essential in science subjects like chemistry. For example, students in organic chemistry should learn to argue about the plausibility of competing chemical reactions by including various sources of evidence and justifying the derived information with reasoning. While doing so, students face significant challenges in coherently structuring their arguments and integrating chemical concepts. For this reason, a reliable assessment of students' argumentation is critical. However, as arguments are usually presented in open-ended tasks, scoring assessments manually is resource-consuming and conceptually difficult. To augment human diagnostic capabilities, artificial intelligence techniques such as machine learning or natural language processing offer novel possibilities for an in-depth analysis of students' argumentation. In this study, we extensively evaluated students' written arguments about the plausibility of competing chemical reactions based on a methodological approach called computational grounded theory. By using an unsupervised clustering technique, we sought to evaluate students' argumentation patterns in detail, providing new insights into the modes of reasoning and levels of granularity applied in students' written accounts. Based on this analysis, we developed a holistic 20-category rubric by combining the data-driven clusters with a theory-driven framework to automate the analysis of the identified argumentation patterns. Pre-trained large language models in conjunction with deep neural networks provided almost perfect machine-human score agreement and well-interpretable results, which underpins the potential of the applied state-of-the-art deep learning techniques in analyzing students' argument complexity. The findings demonstrate an approach to combining human and computer-based analysis in uncovering written argumentation.

在化学等理科科目中,建构论据是必不可少的。舉例來說,學習有機化學科的學生應學習就相互競爭的化學反應的合理性 進行論證,方法是加入不同的證據來源,並以推理證明所得資料的合理性。在這過程中,學生在連貫地構建論據和整合化學概念方面面對重大挑戰。因此,对学生的论证进行可靠的评估至关重要。然而,由于论证通常是在开放式任务中提出的,因此人工评分既耗费资源,又在概念上存在困难。为了增强人工诊断能力,机器学习或自然语言处理等人工智能技术为深入分析学生的论证提供了新的可能性。在本研究中,我们基于一种名为 "计算基础理论 "的方法论,广泛评估了学生关于竞争性化学反应合理性的书面论证。通过使用无监督聚类技术,我们试图对学生的论证模式进行详细评估,从而对学生书面陈述中的推理模式和细化程度提供新的见解。在这一分析的基础上,我们将数据驱动的聚类与理论驱动的框架相结合,开发出了一个 20 个类别的整体评分标准,以自动分析已识别的论证模式。预先训练的大型语言模型与深度神经网络相结合,提供了几乎完美的人机评分一致性和可解释性良好的结果,这证明了应用最先进的深度学习技术分析学生论证复杂性的潜力。研究结果展示了一种结合人机分析来揭示书面论证的方法。
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引用次数: 0
Are there any “science people” in undergraduate health science courses? Assessing science identity among pre-nursing and pre-allied health students in a community college setting 本科健康科学课程中有 "科学人 "吗?评估社区学院护理预科生和联合健康预科生的科学认同感
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-19 DOI: 10.1002/tea.21902
Heather Perkins, Emily A. Royse, Sara Cooper, Jennifer D. Kurushima, Jeffrey N. Schinske

Science identity, or one's sense of recognition and competence as a scientist, is an invaluable tool for predicting student persistence and success, but is understudied among undergraduates completing preparatory work for later studies in medicine, nursing, and allied health (“pre-health career students”). In the United States, pre-health career students make up approximately half of all biology students and, as professionals, play important roles in caring for an aging, increasingly diverse population, managing the ongoing effects of a pandemic, and navigating socio-political shifts in public attitudes toward science and evidence-based medicine. Pre-health career students are also often members of groups marginalized and minoritized in STEM education, and generally complete their degrees in community college settings, which are chronically under-resourced and understudied. Understanding these students' science identities is thus a matter of social justice and increasingly important to public health in the United States. We examined science identity and engagement among community college biology students using two scales established and validated for use with STEM students attending four-year institutions. Exploratory and confirmatory factor analysis were used on two sub-samples drawn from the pool of 846 participants to confirm that the factor structures functioned as planned among the new population. Science identity values were then compared between pre-health career students (pre-nursing and pre-allied health) and other groups. Pre-health career students generally reported interest and performance/competence on par with their traditional STEM, pre-med, and pre-dentistry peers, challenging popular assumptions about these students' interests and abilities. However, they also reported significantly lower recognition than traditional STEM and pre-med/dentistry students. The implications for public health, researchers, and faculty are discussed.

科学认同感,即一个人作为科学家的认同感和能力感,是预测学生能否坚持下去并取得成功的宝贵工具,但在为以后学习医学、护理和联合健康专业做准备的本科生("健康职业预科生")中,这种认同感却未得到充分研究。在美国,健康职业预科生约占所有生物专业学生的一半,作为专业人士,他们在照顾老龄化和日益多样化的人口、管理大流行病的持续影响以及引导公众对科学和循证医学态度的社会政治转变方面发挥着重要作用。健康职业预科学生通常也是在 STEM 教育中被边缘化和少数化的群体成员,他们通常在社区学院完成学业,而社区学院长期以来资源不足、研究不足。因此,了解这些学生的科学认同关系到社会公正,对美国的公共卫生也越来越重要。我们使用两个量表对社区大学生物系学生的科学认同感和参与度进行了研究,这两个量表是针对四年制院校的 STEM 学生建立并经过验证的。我们对从 846 名参与者中抽取的两个子样本进行了探索性和确认性因子分析,以确认因子结构在新人群中按计划发挥作用。然后,对健康职业预科生(护理预科生和联合健康预科生)和其他群体的科学认同值进行了比较。健康职业预科学生普遍表示,他们的兴趣和表现/能力与传统的 STEM、医学预科和牙科预科学生相当,这挑战了人们对这些学生兴趣和能力的普遍假设。然而,他们的认可度也明显低于传统的科学、技术、工程和数学以及医学/牙科学预科学生。本文讨论了这对公共卫生、研究人员和教师的影响。
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引用次数: 0
Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter 开发和使用可扩展的评估方法,衡量小学教师职前物质教学内容知识
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-12 DOI: 10.1002/tea.21894
Katherine E. Castellano, Jamie N. Mikeska

There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However, there are limited instruments that can be easily administered and scored on a large scale to assess and study elementary science teachers' CKT. Such measures would support strategic monitoring of large groups of science teachers' CKT and the investigation of comparative questions about science teachers' CKT longitudinally across the professional continuum or across teacher education or professional development sites. To address this gap, this study focused on designing an automatically scorable summative assessment that can be used to measure preservice elementary teachers' (PSETs') CKT in one high-leverage science content area: matter and its interactions. We conducted a field test of this CKT instrument with 822 PSETs from across the United States and used the response data to examine how this instrument functions as a potential tool for measuring PSETs' CKT in this science content area. Results suggest this instrument is reliable and can be used on large scale to support valid inferences about PSETs' CKT in this content area. In addition, the dimensionality analysis showed that all items measure a single construct of CKT about matter and its interactions, as participants did not show any differential performance by content topic or work of teaching science instructional tool categories. Implications for progressing the field's understanding of the nature of CKT and approaches to developing summative instruments to assess science teachers' CKT are discussed.

科学教师教育领域对教师的教学内容知识(CKT)(包括学科知识和教学内容知识)的重要性有着强烈的共识。然而,目前能够方便地进行大规模管理和计分,以评估和研究小学科学教师教学内容知识的工具非常有限。这样的测量方法有助于对大型科学教师群体的 CKT 进行战略性监测,也有助于对科学教师的 CKT 问题进行纵向比较研究,以了解他们在不同专业领域或不同教师教育或专业发展场所的情况。为了弥补这一不足,本研究重点设计了一种可自动评分的终结性评价,用于测量小学职前教师(PSETs)在一个高杠杆科学内容领域的CKT:物质及其相互作用。我们对来自美国各地的 822 名职前小学教师进行了 CKT 测评工具的实地测试,并利用测评数据研究了这一工具作为测量职前小学教师在这一科学内容领域的 CKT 的潜在工具的功能。结果表明,该工具是可靠的,可以大规模用于支持对 PSET 在该内容领域的 CKT 进行有效推断。此外,维度分析表明,所有项目测量的是关于物质及其相互作用的 CKT 的单一建构,因为参与者的表现并没有因内容主题或科学教学工具类别的不同而有所差异。本文还讨论了加深该领域对 CKT 本质的理解的意义,以及开发终结性工具来评估科学教师 CKT 的方法。
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引用次数: 0
The relationships between elementary students' knowledge-in-use performance and their science achievement 小学生使用知识的表现与科学成绩之间的关系
IF 4.6 1区 教育学 Q1 Social Sciences Pub Date : 2023-09-09 DOI: 10.1002/tea.21900
Tingting Li, I-Chien Chen, Emily Adah Miller, Cory Susanne Miller, Barbara Schneider, Joseph Krajcik

This longitudinal study examines the relationship between students' knowledge-in-use performance and their performance on third-party designed summative tests within a coherent and equitable learning environment. Focusing on third-grade students across three consecutive project-based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two-level hierarchical linear modeling estimates the effects of post-unit assessments on end-of-year summative tests. Results indicate that post-unit assessment performances predict NGSS-aligned summative test performance. Students experiencing more PBL units demonstrate greater gains on the summative test, with predictions not favoring students from diverse backgrounds. This study underscores the importance of coherence, equity, and the PBL approach in promoting knowledge-in-use and science achievement. A systematically coherent PBL environment across multiple units facilitates the development of students' knowledge-in-use, highlighting the significance of designing science and engineering practices (SEPs) and crosscutting concepts coherently and progressively, with intentional revisitation of disciplinary core ideas (DCIs). The study also investigates how the PBL approach fosters equitable learning environments for diverse demographic groups, offering equitable opportunities through equity-oriented design. Contributions include a coherent assessment system that tracks and supports learning aligned with NGSS, emphasizing the predictive power of post-unit assessments, continuous monitoring and tracking. The implications of context similarity and optimal performance expectations within units are discussed. Findings inform educators, administrators, and policymakers about the benefits of NGSS-aligned PBL systems and the need for coherent and equitable learning and assessment systems supporting knowledge-in-use development and equitable opportunities for all learners.

这项纵向研究探讨了在一个连贯、公平的学习环境中,学生的知识运用成绩与他们在第三方设计的终结性测试中的成绩之间的关系。这项研究的重点是三年级学生,研究对象是与下一代科学标准(NGSS)相一致的连续三个基于项目的学习(PBL)单元,包括来自五大湖区 23 所学校的 1067 名参与者。两级分层线性模型估计了单元后评估对年终总结性测试的影响。结果表明,单元后评估的成绩可以预测与 NGSS 一致的终结性测试成绩。经历了更多 PBL 单元的学生在终结性测试中取得了更大的进步,而预测结果并不偏向于来自不同背景的学生。这项研究强调了连贯性、公平性和 PBL 方法在促进知识应用和科学成绩方面的重要性。跨越多个单元、系统连贯的 PBL 环境有利于学生发展使用中的知识,突出了连贯、渐进地设计科学与工程实践(SEPs)和横向概念,并有意识地重温学科核心思想(DCIs)的重要性。这项研究还探讨了 PBL 方法如何为不同的人口群体营造公平的学习环境,通过以公平为导向的设计提供公平的机会。本研究的贡献包括建立一个连贯的评估系统,跟踪和支持与 NGSS 一致的学习,强调单元后评估、持续监测和跟踪的预测能力。还讨论了情境相似性和单元内最佳成绩预期的影响。研究结果让教育工作者、管理者和政策制定者了解到与 NGSS 一致的 PBL 系统的益处,以及建立连贯、公平的学习和评估系统的必要性,该系统支持使用中知识的发展,并为所有学习者提供公平的机会。
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引用次数: 0
“We are sorry to inform you…”—The effects of early elimination on science competition participants’ career aspirations “我们很遗憾地通知你……”——提前淘汰对科学竞赛参与者职业抱负的影响
IF 4.6 1区 教育学 Q1 Social Sciences Pub Date : 2023-09-06 DOI: 10.1002/tea.21901
Carola Garrecht, Anneke Steegh, Dustin Schiering

In the past, students' participation in science competitions has been positively associated with their aspirations to pursue a career in science. Previous studies, however, were predominantly focused around successful competitors, overlooking the largest group of participants: those who are faced with early elimination. We therefore aimed to investigate the effects of elimination on the development of biology-related study and career task values and expectancy of success in first-round participants of the German Biology Olympiad (N = 381, mean age 16.5 years, 72% female). This study was the first of its kind to use a latent change score model approach to examine the effects of early elimination, with a particular focus on participants who placed great emphasis on succeeding in the competition. We found that, regardless of success or failure, participants' biology-related study and career task value remained stable from the first to the second round of the competition, while their expectancy of success in biology-related studies and career developed positively. Yet, for those participants who placed great importance on advancing in the competition, early elimination interfered with the development of study and career expectations, resulting in a weaker development. The outcomes of this study suggest that (1) science competitions should re-envision themselves to more directly address participants' values about studies and careers, especially in earlier competition rounds, and (2) science competitions should find innovative ways to provide detailed feedback to students and teachers to improve post-elimination performance. Our findings complement existing expectancy-value research and can serve as a starting point for future studies exploring mechanisms behind early elimination in different science domains and cultural contexts, providing empirical insight into creating an inclusive and supportive environment for all science competition competitors.

在过去,学生参加科学竞赛与他们追求科学事业的愿望呈正相关。然而,之前的研究主要集中在成功的竞争者身上,忽视了最大的参与者群体:那些面临早期淘汰的人。因此,我们的目的是调查淘汰对德国生物学奥林匹克竞赛第一轮参与者(N = 381,平均年龄16.5岁,72%为女性)生物学相关学习和职业任务价值观发展和成功预期的影响。这项研究是同类研究中首次使用潜在变化评分模型方法来检查早期淘汰的影响,特别关注那些非常重视在竞争中取得成功的参与者。我们发现,无论比赛成功与否,从第一轮到第二轮,参与者的生物学相关学习和职业任务价值保持稳定,而他们对生物学相关学习和职业成功的期望则呈正向发展。然而,对于那些在比赛中非常重视进步的参与者来说,过早的淘汰干扰了学习和职业期望的发展,导致发展较弱。本研究的结果表明:(1)科学竞赛应该重新设想自己,更直接地解决参与者对学习和职业的价值观,特别是在早期的比赛中;(2)科学竞赛应该找到创新的方式,为学生和教师提供详细的反馈,以提高淘汰后的表现。我们的研究结果补充了现有的期望值研究,可以作为未来研究的起点,探索不同科学领域和文化背景下早期淘汰背后的机制,为为所有科学竞赛对手创造包容和支持的环境提供实证见解。
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引用次数: 0
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis 思维方式和STEM态度对计算思维有何影响?结构方程建模分析
IF 4.6 1区 教育学 Q1 Social Sciences Pub Date : 2023-08-31 DOI: 10.1002/tea.21899
Haozhe Jiang, A. Y. M. Atiquil Islam, Xiaoqing Gu, Jia Guan

Computational thinking (CT) is vital for success in numerous domains. However, the nature, definition, and scope of CT are ill-defined, and research on how best to develop CT is very limited. This study focused on how thinking styles and STEM attitudes have effects on computational thinking. Using a proportionate stratified random sampling procedure, 1195 students from two universities were surveyed. A structural equation modeling analysis showed that students' thinking styles and STEM attitudes directly predicted their computational thinking skills and that thinking styles mediated the relationship between STEM attitudes and computational thinking skills. Thinking styles and STEM attitudes are strong predictors of CT skills. Based on the results, we recommended that the conceptualization of CT be broadened to reflect its trans-disciplinary nature within the context of STEM education. This study adds to the limited theoretical understanding of CT and CT-predictors in higher education, which has been studied much less than in K-12 education.

计算思维对许多领域的成功至关重要。然而,CT的性质、定义和范围尚不明确,关于如何最好地发展CT的研究也非常有限。这项研究的重点是思维风格和STEM态度如何影响计算思维。采用比例分层随机抽样程序,对来自两所大学的1195名学生进行了调查。结构方程建模分析表明,学生的思维风格和STEM态度直接预测了他们的计算思维技能,思维风格介导了STEM态度和计算思维技能之间的关系。思维风格和STEM态度是CT技能的有力预测因素。基于这些结果,我们建议扩大CT的概念,以反映其在STEM教育背景下的跨学科性质。这项研究增加了对高等教育中CT和CT预测因子的有限理论理解,与K-12教育相比,对CT和CT的研究要少得多。
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引用次数: 0
Assessing concept mapping competence using item expansion-based diagnostic classification analysis 使用基于项目扩展的诊断分类分析评估概念图能力
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-29 DOI: 10.1002/tea.21897
Shulan Xia, Peida Zhan, Kennedy Kam Ho Chan, Lijun Wang

Concept mapping is widely used as a tool for assessing students' understanding of science. To fully realize the diagnostic potential of concept mapping, a scoring method that not only provides an objective and accurate assessment of students' drawn concept maps but also provides a detailed understanding of students' proficiency and deficiencies in knowledge is necessary. However, few of the existing scoring methods focus on the latent constructs (e.g., knowledge, skills, and cognitive processes) that guide the creation of concept maps. Instead, they focus on the completeness of the concept map by assigning a composite score, which makes it difficult to generate targeted diagnostic feedback information for advancing students' learning. To apply the diagnostic classification model to the quantitative analysis of concept maps, this study introduced the novel application of the item expansion-based diagnostic classification analysis (IE-DCA) for this purpose. The IE-DCA can not only assess students' concept mapping abilities along a continuum but also classify students according to their concept mapping attributes when constructing the concept maps. The application and benefits of this approach were illustrated using a physics concept-mapping item related to particle and rigid body. Results showed that the estimated attribute profiles via the IE-DCA provided more detailed information about students' latent constructs than the composite score. Overall, this study illustrates the feasibility and potential of applying IE-DCA to analyze concept maps. Future applications of IE-DCS in other assessments in science education are discussed.

概念图被广泛用作评估学生对科学理解的工具。为了充分发挥概念图的诊断潜力,有必要采用一种评分方法,既能客观准确地评估学生绘制的概念图,又能详细了解学生的熟练程度和知识不足。然而,现有的评分方法很少关注指导概念图创建的潜在结构(如知识、技能和认知过程)。相反,他们通过分配综合分数来关注概念图的完整性,这使得很难生成有针对性的诊断反馈信息来促进学生的学习。为了将诊断分类模型应用于概念图的定量分析,本研究引入了基于项目扩展的诊断分类分析(IE‐DCA)的新应用。IE‐DCA不仅可以评估学生在连续体上的概念映射能力,而且在构建概念图时可以根据学生的概念映射属性对学生进行分类。使用与粒子和刚体相关的物理概念映射项目说明了该方法的应用和优点。结果表明,通过IE‐DCA估计的属性档案比综合得分提供了更多关于学生潜在结构的详细信息。总体而言,本研究说明了应用IE‐DCA分析概念图的可行性和潜力。讨论了IE‐DCS在科学教育其他评估中的未来应用。
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引用次数: 0
Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs 孤立、恢复力和信仰:黑人基督徒学生在生物学研究生课程中的经历
IF 4.6 1区 教育学 Q1 Social Sciences Pub Date : 2023-08-28 DOI: 10.1002/tea.21898
Angela N. Google, Chloe D. Bowen, Sara E. Brownell, M. Elizabeth Barnes

To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success.

为了提高有色人种学生在科学研究生课程中的参与度,研究的重点是启发学生的经历,以告知改善他们的方法。在生物学上,黑人学生的比例远远不足,虽然宗教已经被证明是黑人学生特别重要的文化财富形式,但基督教在生物学上却被污名化。很少有研究为黑人学生探索种族/民族和基督教在生物学中的交集,因为宗教和科学之间存在着高度的紧张关系。由于研究生院对社会化很重要,黑人学生很可能经历种族和宗教身份的耻辱,了解他们的经历以及我们如何能够改善他们的经历是很重要的。因此,我们采访了13名就读于生物学研究生课程的黑人基督徒学生,并从被污名化身份的理论角度探讨了他们的经历。通过主题内容分析,我们发现学生与其他少数族裔学生一样,在科学领域经历了文化隔离、智力贬值和偏见行为。然而,通过在种族/民族和宗教的交叉点检查这些经历,我们揭示了学生与生物界的教师和同龄人之间的互动,这些互动培养了不信任、冲突和耻辱的观念。我们的研究还揭示了学生的宗教/精神资本如何积极地支持他们通过生物学研究生院。这些结果有助于更深入地理解为什么黑人基督徒研究生更有可能离开或不追求生物学的高级学位,这对帮助他们成功的研究和实践有影响。
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引用次数: 0
A hypothetico-deductive theory of science and learning 科学与学习的假设-演绎理论
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-22 DOI: 10.1002/tea.21892
Steven T. Kalinowski, Avital Pelakh

This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The second section of the paper presents a taxonomy of multiple-choice questions that use hypothetical thinking and the third section of the paper tests the theory using data from a college biology course. As expected by the theory, student responses to 24 scientific reasoning questions were consistent with a one-dimensional psychometric construct. Student responses to the scientific reasoning questions explained 36% of the variance in exam grades. Several directions for additional research are identified, including studying the psychometric structure of scientific thinking in more detail, performing randomized, controlled experiments to demonstrate a causal relationship between scientific thinking and learning, and identifying the relative contribution of other factors to success in college.

这篇文章提出了一个简单的科学和学习的认知理论。论文的第一部分发展了该理论的两个主要命题:(i)广泛的科学活动严重依赖于一种类型的推理,假设思维,以及(ii)这种类型的推理对学生学习科学内容也很有用。论文的第二部分介绍了使用假设思维的多项选择题的分类,论文的第三部分使用大学生物学课程的数据测试了这一理论。正如理论所预期的那样,学生对24个科学推理问题的回答与一维心理测量结构一致。学生对科学推理问题的回答解释了36%的考试成绩差异。本文确定了几个进一步研究的方向,包括更详细地研究科学思维的心理测量结构,进行随机对照实验以证明科学思维与学习之间的因果关系,以及确定其他因素对大学成功的相对贡献。
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Journal of Research in Science Teaching
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