Creating a Positive, Community-Based Learning Environment in a Chemistry Department,ACS Chemical Health & Safety

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Creating a Positive, Community-Based Learning Environment in a Chemistry Department
ACS Chemical Health & Safety ( IF 2.9 ) Pub Date : 2020-10-13 , DOI: 10.1021/acs.chas.0c00033
Melinda Box ₁ , Ciana Paye ₂ , Maria Teresa Gallardo-Williams ₁

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Recognizing teachable moments and transforming them into occasions of learning can be a useful strategy in developing a culture of safety in an academic department. Responding with recognition of the vulnerability of those experiencing undesired outcomes can open communication and support the inquiry necessary to develop and sustain safety changes. In this vulnerable state of momentary failing, people can experience intense interest in specific information that they are prepared to apply immediately. They are hungry to learn and thus teachable, meaning ready to actively construct new understanding. In addition, we discovered that once a teachable moment is met with support, people tend to initiate other inquiries rather than wait for their safety shortcomings to be discovered. Therefore, learning how to recognize and respond to teachable moments is an essential skill for safety officers to develop in pursuit of a self-regulating environment of good safety norms. Here, we present four short teachable moment case studies in order to demonstrate what qualities they have, how to utilize the opportunities provided by a user-driven approach, and what benefits can be anticipated from a partnership between students and the safety organization within an academic department.

中文翻译：

在化学系中创建一个积极的，基于社区的学习环境

认识到可教的时刻并将其转变为学习时机，对于在学术部门发展安全文化而言是一种有用的策略。认识到那些经历不良后果的人的脆弱性可以做出回应，从而可以进行沟通，并为发展和维持安全变化提供必要的支持。在这种短暂失败的脆弱状态下，人们会对准备立即应用的特定信息产生浓厚的兴趣。他们渴望学习，因此很容易教书，这意味着他们准备积极建立新的理解。另外，我们发现，一旦得到了可教的片刻的支持，人们就会倾向于发起其他询问，而不是等待发现安全缺陷。因此，学习如何识别和应对可教导的时刻，是安全人员追求良好安全规范的自我调节环境的一项基本技能。在这里，我们提供四个短期的可教学的案例研究，以证明他们具有什么素质，如何利用用户驱动的方法提供的机会，以及学生与学术机构内安全组织之间的合作关系可以带来什么好处部。

更新日期：2020-11-23

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