当前位置: X-MOL 学术Daedalus › 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.)
CREATE a Revolution in Undergraduates' Understanding of Science: Teach through Close Analysis of Scientific Literature
Daedalus ( IF 1.340 ) Pub Date : 2019-10-01 , DOI: 10.1162/daed_a_01764
Sally G. Hoskins

The teaching of science to undergraduates aligns poorly with the practice of science, leading many students to conclude that research is boring and researchers themselves are antisocial geniuses. Creativity, a key driver of scientific progress, is underemphasized or ignored altogether in many classrooms, as teaching focuses on the complex integrated concepts and voluminous amounts of information typical of STEM curricula. Faculty, largely untrained in science education per se, teach largely as they were taught, through lectures based in textbooks. This situation could change, and students' understanding of research practice could be fostered relatively easily, if faculty began teaching classes focused on the journal articles they read in their professional lives. In this essay, I outline a novel scaffolded approach to guiding students in a) deciphering the complexities of scientific literature and b) the process of gaining new understanding of who scientists are, what they do, how they do it, and why.

中文翻译:

在大学生的科学认识上掀起一场革命:通过对科学文献的仔细分析来进行教学

对本科生的科学教学与科学实践相差甚远,导致许多学生得出结论:研究无聊,研究人员本身就是反社会的天才。在许多教室中,创造力是科学进步的关键驱动力,但由于教学重点是复杂的综合概念和STEM课程中典型的大量信息,因此在许多教室中都没有充分强调或忽略创造力。本身基本上未受过科学教育训练的教师通过基于教科书的讲座进行教学。如果教师开始教授专注于他们在职业生涯中阅读的期刊文章的课程,那么这种情况可能会改变,并且相对容易地培养学生对研究实践的理解。在这篇文章中
更新日期:2019-10-01
down
wechat
bug