ABSTRACT

One of the most urgent matters in current medicine is the preservation of antibiotic treatment options due to an increasing threat of antibiotic resistance in pathogenic microorganisms. Therefore, increasing awareness by adapted science education and communication regarding this topic is of the utmost importance. This article shows that an out-of-school laboratory course using active learning techniques is a valuable contribution to traditional teaching inciting personal and social responsibility. Attitude toward science (BRAINS), value of science to society (MATS), situational interest and emotions were tested. The participants’ conception of antibiotics was evaluated by analysing follow-up mind maps. Generally, the laboratory course created positive feelings and situational interest. Compared to an instructor-directed frame, communication within an individually adapting discourse-directed frame conveyed more wide-spread perception of the topic, including societal and personal implications. The outcome of the study provides evidence that an out-of-school laboratory course can be a valuable tool for interest development in socio-scientific issues. Discourse-directed framing, in this environment, improves the individual ability to alter social and personal responsibility regarding science topics.

摘要

当前医学中最紧急的事情之一是由于病原微生物对抗生素耐药性的威胁日益增加而保留抗生素治疗选择。因此，通过适应性的科学教育和交流对这一主题的认识日益重要。本文表明，使用主动学习技术的校外实验室课程是对激发个人和社会责任的传统教学的宝贵贡献。测试了对科学的态度（BRAINS），对社会的科学价值（MATS），情境兴趣和情感。通过分析后续心理图来评估参与者的抗生素概念。通常，实验室课程会产生积极的感觉和情境兴趣。与讲师指导的框架相比，在个体适应的话语导向框架内的交流传达了对该主题的更广泛的理解，包括社会和个人含义。这项研究的结果提供了证据，证明校外实验室课程可能是促进社会科学问题发展的重要工具。在这种环境下，基于话语的框架提高了个人改变有关科学主题的社会和个人责任的能力。