当前位置: X-MOL 学术Instr. Sci. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Promoting students’ use of epistemic understanding in the evaluation of socioscientific issues through a practice-based approach
Instructional Science ( IF 2.255 ) Pub Date : 2020-08-17 , DOI: 10.1007/s11251-020-09522-5
Jessica Shuk Ching Leung

The epistemic understanding of science has always been an important part of science education, and critical engagement with socioscientific issues (SSI) is a desirable outcome of scientific literacy. However, investigations into the link between these two concepts have been inconclusive. Many students have very limited interest in epistemic understanding as they engage with SSI. This intervention study aims to address this gap between knowledge and practice, to promote students’ use of epistemic understanding, and to evaluate SSI through a practice-based approach, using the Apt-AIR framework (Barzilai and Chinn in J Learn Sci 27(3):353–389, 2018). The participants were 109 undergraduate students with various majors. A variety of measures were administered before and after a general education course titled “Making Sense of Science-related Social Issues”, including an essay writing task to assess the participants’ use of epistemic understanding when evaluating SSI, and a reflective task with follow-up interviews to identify the teaching components that could explain the students’ changes in ability, if any. Statistical analyses of pre- and post-course performance revealed a significant shift toward epistemic understanding (p < .00001). The qualitative data provided insight into the teaching components leading to this shift, and suggested interconnections between aspects of the Apt-AIR framework. The results of this study support a shift in practice for learning about science, and they highlight the need to link epistemic understanding and practice for a multi-perspective evaluation of SSI.



中文翻译:

通过基于实践的方法,促进学生对社会科学问题的评价中的认识认识

对科学的认识认识一直是科学教育的重要组成部分,与社会科学问题(SSI)进行批判性交往是科学素养的理想结果。但是,对这两个概念之间的联系的研究尚无定论。与SSI接触时,许多学生对认知理解的兴趣非常有限。这项干预研究旨在解决知识与实践之间的这种差距,促进学生对认知理解的使用以及使用Apt-AIR框架通过基于实践的方法评估SSI(Barzilai and Chinn in J Learn Sci 27(3) ):353–389,2018)。参加者为109名各专业的本科生。在名为“与科学相关的社会问题的意识”的通识教育课程之前和之后,采取了多种措施,包括撰写论文的任务,以评估参与者在评估SSI时的认知理解,以及具有反思意义的任务,包括:进行访谈以找出可以解释学生能力变化的教学内容(如果有)。课前和课后表现的统计分析表明,人们对认知的认识发生了重大转变(p  <.00001)。定性数据提供了对导致这种转变的教学成分的见解,并提出了Apt-AIR框架各方面之间的相互联系。这项研究的结果支持了对科学学习实践的转变,并且强调了将认知理解与实践联系起来以进行SSI多角度评估的必要性。

更新日期:2020-08-17
down
wechat
bug