综合研究叙事揭示大局观:对学报社的CREATE(S)干预改进提高大学生科学素养。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Microbiology & Biology Education Pub Date : 2023-08-01 DOI:10.1128/jmbe.00055-23
Emma C Goodwin, Casey Shapiro, Amanda C Freise, Brit Toven-Lindsey, Jordan Moberg Parker
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摘要

科学的有效传播是科学素养培养的重要组成部分。研究表明,通过期刊俱乐部介绍初级科学文献可以改善学生的学习成果,包括增加科学知识。然而,如果没有脚手架,学生可能会错过科学素养中更复杂的方面,包括如何分析和呈现科学数据。在本研究中,我们采用改进的CREATE(S)过程(概念图介绍、阅读方法和结果、阐明假设、分析数据、思考下一个实验和综合图)来提高学生的科学素养技能,特别是他们对科学过程的理解和使用叙事综合来传达科学的能力。我们在高年级本科课程中采用回顾性准实验研究设计来检验这一假设。我们比较了create干预学生的学习结果与在create引入之前参加相同课程的学生的学习结果。使用规则指导的直接证据评估来衡量学生在学习成果方面的收获。分析显示,与对照组相比,create干预组的学生在解释和交流原始文献方面表现出更高的能力,特别是在方法、假设和叙事综合学习结果类别方面。通过对由create干预小组完成的反思作业的混合方法分析,学生们报告说,综合图是这个过程中最常用的步骤,对他们的学习非常有价值。总而言之,该研究展示了这种改进的create过程如何促进科学素养的发展,以及如何将其应用于科学、技术、工程和数学期刊俱乐部。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Synthesizing Research Narratives to Reveal the Big Picture: a CREATE(S) Intervention Modified for Journal Club Improves Undergraduate Science Literacy.

Communicating science effectively is an essential part of the development of science literacy. Research has shown that introducing primary scientific literature through journal clubs can improve student learning outcomes, including increased scientific knowledge. However, without scaffolding, students can miss more complex aspects of science literacy, including how to analyze and present scientific data. In this study, we apply a modified CREATE(S) process (Concept map the introduction, Read methods and results, Elucidate hypotheses, Analyze data, Think of the next Experiment, and Synthesis map) to improve students' science literacy skills, specifically their understanding of the process of science and their ability to use narrative synthesis to communicate science. We tested this hypothesis using a retrospective quasi-experimental study design in upper-division undergraduate courses. We compared learning outcomes for CREATES intervention students to those for students who took the same courses before CREATES was introduced. Rubric-guided, direct evidence assessments were used to measure student gains in learning outcomes. Analyses revealed that CREATES intervention students versus the comparison group demonstrated improved ability to interpret and communicate primary literature, especially in the methods, hypotheses, and narrative synthesis learning outcome categories. Through a mixed-methods analysis of a reflection assignment completed by the CREATES intervention group, students reported the synthesis map as the most frequently used step in the process and highly valuable to their learning. Taken together, the study demonstrates how this modified CREATES process can foster scientific literacy development and how it could be applied in science, technology, engineering, and math journal clubs.

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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
期刊最新文献
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