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Ethical sensitivity intervention in science teacher education: Using computer simulations and professional codes of ethics.

机译：理科教师教育中的道德敏感性干预：使用计算机模拟和职业道德守则。

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摘要

A simulation was created to emulate two Racial Ethical Sensitivity Test (REST) videos (Brabeck et al., 2000). The REST is a reliable assessment for ethical sensitivity to racial and gender intolerant behaviors in educational settings. Quantitative and qualitative analysis of the REST was performed using the Quick-REST survey and an interview protocol. The purpose of this study was to affect science educator ability to recognize instances of racial and gender intolerant behaviors by levering immersive qualities of simulations. The fictitious Hazelton High School virtual environment was created by the researcher and compared with the traditional REST. The study investigated whether computer simulations can influence the ethical sensitivity of preservice and inservice science teachers to racial and gender intolerant behaviors in school settings.;The post-test only research design involved 32 third-year science education students enrolled in science education classes at several southeastern universities and 31 science teachers from the same locale, some of which were part of an NSF project. Participant samples were assigned to the video control group or the simulation experimental group. This resulted in four comparison group; preservice video, preservice simulation, inservice video and inservice simulation. Participants experienced two REST scenarios in the appropriate format then responded to Quick-REST survey questions for both scenarios. Additionally, the simulation groups answered in-simulation and post-simulation questions. Nonparametric analysis of the Quick-REST ascertained differences between comparison groups. Cronbach's alpha was calculated for internal consistency. The REST interview protocol was used to analyze recognition of intolerant behaviors in the in-simulation prompts. Post-simulation prompts were analyzed for emergent themes concerning effect of the simulation on responses.;The preservice video group had a significantly higher mean rank score than other comparison groups. There were no significant differences across the remaining groups. Qualitative analyses of in-simulation prompts suggest both preservice and inservice participants are unlikely to take action in an intolerant environment. Themes emerged in the post-simulation responses indicated participants viewed the simulation as a reflective, interactive, personal, and organic environment.
机译：创建了一个模拟来模拟两个种族道德敏感度测试（REST）视频（Brabeck等，2000）。 REST是对教育环境中种族和性别不宽容行为的道德敏感性的可靠评估。使用Quick-REST调查和访谈协议对REST进行了定量和定性分析。这项研究的目的是通过利用模拟的沉浸式质量来影响科学教育者识别种族和性别不宽容行为实例的能力。虚构的Hazelton High School虚拟环境是由研究人员创建的，并与传统REST进行了比较。这项研究调查了计算机模拟是否会影响学前和在职理科教师对学校环境中种族和性别不宽容行为的道德敏感性。;仅测试后的研究设计涉及32名在科学教育班就读的三年级理科教育学生东南大学和来自同一地区的31名科学老师，其中一些是NSF项目的一部分。参与者样本被分配到视频对照组或模拟实验组。这导致了四个比较组。服务前视频，服务前模拟，服务中视频和服务中模拟。参与者以适当的格式体验了两个REST场景，然后回答了这两个场景的Quick-REST调查问题。此外，仿真组还回答了仿真中和仿真后的问题。 Quick-REST的非参数分析确定了比较组之间的差异。计算Cronbach的alpha以实现内部一致性。 REST采访协议用于分析模拟提示中对不宽容行为的识别。在模拟后提示中分析了有关模拟对响应效果的新兴主题。；服务前视频组的平均等级得分明显高于其他对照组。其余各组之间无显着差异。对模拟提示的定性分析表明，在职人员和在职人员均不太可能在不宽容的环境中采取行动。模拟后响应中出现了主题，表明参与者将模拟视为一种反射，互动，个人和有机的环境。

著录项

  • 作者

    Holmes, Shawn Yvette.;

  • 作者单位

    North Carolina State University.;

  • 授予单位 North Carolina State University.;
  • 学科 Education Teacher Training.;Education Secondary.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 136 p.
  • 总页数 136
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;中等教育;自然科学教育与普及;
  • 关键词

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