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首页> 外文期刊>CBE Life Sciences Education >Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes
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Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

机译：聋哑，听力困难和听力签字的大学生对基于查询的生物学实验室课程中科学的态度

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摘要

For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students’ attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students’ characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology.
机译：为使科学学习取得成功，学生必须培养态度，以支持将来参与与科学有关的具有挑战性的社会问题。这对于增加来自代表性不足人群的学生的参与尤其重要。这项研究调查了在基于双语的学习环境（即以美国手语和英语授课）中，基于探究的生物学实验室课程的参与如何影响学生对科学的态度，重点关注聋，听力困难和听觉签名学生。对反思作业和访谈的分析表明，大多数学生参加了基于探究的生物学实验室课程后，对科学产生了积极的态度。态度的增长似乎是由学生对实验室活动的重视，反复与科学探究直接互动以及同伴协作所推动的。学生们认为，涉及同伴协作和积极，友善的学习环境的动手实验是基于查询的实验室的主要特征，并提供了态度上的增长。不认为生物学对他们的专业，职业或生活有用的学生没有形成积极的态度。学生们强调了学习环境的氛围对于鼓励学生做出贡献的重要性，并指出了团队合作的好处和陷阱。根据学生对学习经历的描述，建议对大学生物学中基于探究的学习提出建议。

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