一个脚手架模块,以提高科学素养的学生与主要文献利用教师的研究经验。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Microbiology & Biology Education Pub Date : 2023-08-01 DOI:10.1128/jmbe.00177-22
Natalie April van Breukelen
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引用次数: 0

摘要

为了提高学生的科学素养,我结合自己的研究经验和兴趣,设计了一个学习模块,让学生积极参与初级文献的阅读。在这里,我用六个步骤来描述这个脚手架式的过程,每个步骤都与学习结果和评估相关联,使用Bloom的分类法作为从低阶认知到高阶认知的框架:(I)讲故事和讨论,即记住;(二)引导阅读,即理解;(iii)小组阅读,即应用;(四)共享阅读,即分析;(v)自选阅读,即评价;(六)研究计划,即创作。通过我个人的科学故事作为介绍和基础,学生能够与内容联系起来,并考虑科学过程的重要性。通过提供一个框架式的介绍和指导支持,学生们能够更少地沮丧和更有信心地阅读初级文献。我对这些活动进行了评估,以确定它们是否提高了学生在阅读同行评议的科学论文时的参与度和信心。学生们完成了一项调查,对他们阅读科学论文的信心进行了打分,从1分(一点也不)到4分(非常)。报告的信心在活动后增加(平均1.9到3.2),活动被评为有帮助(平均3.1)。这些活动可以应用于大多数研究领域,使非研究机构的教师有机会将他们的研究纳入教学,同时取得成功的通识教育成果。
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A Scaffolded Module to Improve Scientific Literacy by Engaging Students with Primary Literature Using the Instructor's Research Experience.

To improve students' scientific literacy, I designed a learning module that built upon my personal research experience and interest to actively engage students in reading primary literature. Here, I describe the scaffolded procedure in six steps, each linked to a learning outcome and assessment using Bloom's taxonomy as a framework of increasing from lower-order to higher-order cognition: (i) storytelling and discussion, i.e., remember; (ii) guided reading, i.e., understand; (iii) group reading, i.e., apply; (iv) shared reading, i.e., analyze; (v) self-selected reading, i.e., evaluate; and (vi) research proposal, i.e., create. By using my personal science story as introduction and foundation, students were able to connect to the content and consider the importance of the process of science. By providing a scaffolded introduction and guided support, students were able to read primary literature with less frustration and with greater confidence. I assessed these activities to determine if they increased student engagement and student confidence in reading peer-reviewed scientific papers. Students completed a survey rating their confidence reading scientific papers on a scale of 1 (not at all) to 4 (extremely). Reported confidence increased following the activities (mean of 1.9 before to 3.2 after) and activities were rated as helpful (mean of 3.1). These activities can be applied to most fields of research, allowing faculty at nonresearch institutions the opportunity to incorporate their research into teaching while achieving successful general education outcomes.

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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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