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An exploratory study comparing students' science identity perceptions derived from a hands‐on research and nonresearch‐based summer learning experience
Biochemistry and Molecular Biology Education ( IF 1.2 ) Pub Date : 2019-11-14 , DOI: 10.1002/bmb.21314
Liz Hernandez-Matias 1 , Lizmar Pérez-Donato 1 , Pablo Llerandi Román 2 , Faviola Laureano-Torres 1 , Natalia Calzada-Jorge 1 , Stephanie Mendoza 3 , A Valance Washington 1 , Michelle Borrero 1
Affiliation  

Although multiple efforts have been initiated to increase students' science proficiency scores, most of the schools in the United States do not reach the expected student academic performance. This study addresses the impact of a one‐week summer scientific learning experience on students that worked with experimental procedures and students that did not. We describe and evaluate these two different interventions to explore what components influence high school students' perception of their scientific competence, performance, and recognition, using science identity as an analytical lens. Science identity score was increased at the end of both interventions. Interestingly, science identity change index was higher for the group that did not work with experimental procedures. Although this group did not perform any hands‐on experiments, they report, through reflexive diaries and interviews that working with CRISPR‐Cas9 models, being in a research laboratory, and seeing the instrumentation made them feel like scientists. Regarding science competence, both groups report exponential learning gains, although the group that performed the experiments reports more difficulties. Both groups report that mentorship was key in their competence and performance development. These findings suggest that our one‐week scientific learning programs influence participants' perception of scientific competence and performance and create an opportunity to develop further studies on short scientific learning experiences using models and active learning activities.

中文翻译:

一项探索性研究,比较学生从动手研究和非研究型暑期学习经历中得出的科学认同感

尽管已经发起了多项努力来提高学生的科学水平分数,但美国的大多数学校都没有达到预期的学生学习成绩。本研究探讨了为期一周的夏季科学学习体验对使用实验程序的学生和不使用实验程序的学生的影响。我们描述和评估这两种不同的干预措施,以使用科学身份作为分析镜头,探索哪些因素会影响高中生对其科学能力、表现和认可的看法。在两种干预措施结束时,科学认同得分都增加了。有趣的是,不使用实验程序的组的科学身份变化指数更高。虽然这个小组没有进行任何动手实验,他们通过反思性日记和采访报告说,在研究实验室中使用 CRISPR-Cas9 模型并看到仪器让他们感觉自己像科学家。关于科学能力,两组都报告了指数级的学习收益,尽管进行实验的组报告了更多的困难。两个小组都报告说,指导是他们能力和绩效发展的关键。这些发现表明,我们为期一周的科学学习计划会影响参与者对科学能力和表现的看法,并创造机会利用模型和主动学习活动对短期科学学习经验进行进一步研究。看到这些仪器让他们觉得自己像科学家。关于科学能力,两组都报告了指数级的学习收益,尽管进行实验的组报告了更多的困难。两个小组都报告说,指导是他们能力和绩效发展的关键。这些发现表明,我们为期一周的科学学习计划会影响参与者对科学能力和表现的看法,并创造机会利用模型和主动学习活动对短期科学学习经验进行进一步研究。看到这些仪器让他们觉得自己像科学家。关于科学能力,两组都报告了指数级的学习收益,尽管进行实验的组报告了更多的困难。两个小组都报告说,指导是他们能力和绩效发展的关键。这些发现表明,我们为期一周的科学学习计划会影响参与者对科学能力和表现的看法,并创造机会利用模型和主动学习活动对短期科学学习经验进行进一步研究。两个小组都报告说,指导是他们能力和绩效发展的关键。这些发现表明,我们为期一周的科学学习计划会影响参与者对科学能力和表现的看法,并创造机会利用模型和主动学习活动对短期科学学习经验进行进一步研究。两个小组都报告说,指导是他们能力和绩效发展的关键。这些发现表明,我们为期一周的科学学习计划会影响参与者对科学能力和表现的看法,并创造机会利用模型和主动学习活动对短期科学学习经验进行进一步研究。
更新日期:2019-11-14
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