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Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

机译：教授科学过程：教师的看法和有效的方法论

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摘要

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.
机译：大多数科学工作需要科学处理技能，例如数据解释，问题解决，实验设计，科学写作，口头交流，合作工作以及对原始文献的批判分析。这些是基础的科学技能概念基础技能。不幸的是，大多数大学科学系都缺乏正规的课程来教授大学生的科学过程技能。但是，有充分的证据表明，在大学生的早期教育中明确教授大学生的技能可能会增强他们对科学内容的理解。我们的研究表明，教师压倒性地支持教授本科生的科学过程技能，但由于人们认为需要覆盖内容，因此通常不会花费足够的时间教授技能。为了鼓励教职员工解决这个问题，我们为追求生命科学专业的新生提供了用于教学科学过程技能的教学理念，方法和材料。我们以以前的工作为基础，展示学生在阅读初级文学和科学写作方面的学习成果，并分享学生对一门课程的看法，而该课程的教学重点是科学过程而不是内容。我们建议更广泛地实施课程，以在本科生的早期就教授大学生的科学过程技能，以期提高学生的成功率和对科学的保留率，并提高普通科学素养。

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