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A Partnership Approach to Improving Student Attitudes About Sharks and Scientists

机译：一种提高学生对鲨鱼和科学家态度的伙伴关系方法

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摘要

This article describes the methods and impact of a student-teacher-scientist research partnership on student attitudes. The partnership objective was to teach students about the diverse roles of sharks in the marine environment while personally connecting students with scientific study. Students (N = 229) participated in lessons about shark biology and helped the partnering scientist design experimental protocols and analyze data. A self-selected subset of students also volunteered (n = 82) for a field component working with live hammerhead sharks (Sphyrna lewinii). Student surveys before and after the partnership suggested that negative attitudes about sharks are due largely to lack of exposure, and direct attention to students' stereotypes about sharks resulted in significant attitude improvement. Change in students' attitudes toward scientists, however, was minimal. Students' negative views of scientists did decline significantly, but their overall views of scientists were relatively positive to begin with. Also of interest was the students' unremitting association of scientists with specialized equipment and the students 'lack of personal connection to scientific ways of examining the world, suggesting that partnerships may be more effective at personally connecting students with scientific process if they explicitly incorporate activities designed to improve students' view of themselves as scientists.
机译：本文介绍了一种学生-老师-科学家研究伙伴关系的方法及其对学生态度的影响。伙伴关系的目标是向学生传授鲨鱼在海洋环境中的各种作用，同时让学生个人与科学研究联系起来。学生（N = 229）参加了有关鲨鱼生物学的课程，并帮助伙伴科学家设计了实验方案并分析了数据。一个自选的学生子集也自愿（n = 82）在现场工作，与活的双hammer鲨（Sphyrna lewinii）合作。在合作之前和之后的学生调查表明，对鲨鱼的负面态度很大程度上是由于缺乏接触所致，直接关注学生对鲨鱼的陈规定型观念可以显着改善态度。但是，学生对科学家的态度变化很小。学生对科学家的消极看法确实下降了很多，但是从一开始他们对科学家的总体看法就相对积极。同样令人感兴趣的是学生与专业设备的科学家的不懈联系，以及学生缺乏与研究世界的科学方法的个人联系，这表明如果伙伴关系明确地结合了设计的活动，则伙伴关系可能更有效地将学生与科学过程联系起来改善学生对自己作为科学家的看法。

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