论文标题
流行科学写作教学对普通教育学生对科学的态度的影响：天文学的案例研究
Effects of Popular Science Writing Instruction on General Education Student Attitudes Towards Science: A Case Study in Astronomy
论文作者
论文摘要
对于许多学生而言，入门科学课程通常是他们正规高等教育中唯一的机会，可以接触科学，塑造他们对学科的看法，科学素养以及对自己在STEM能力的能力的态度。尽管已经证明了科学写作教学在其课程中影响STEM专业的态度和展望，但这种教学策略尚未探讨非律师。在这项工作中，我们调查了学生对STEM的态度，并在进行了写作密集的介绍性天文学课程之前和之后。我们发现，学生列举有关科学的文章有益于他们的学习，加深了他们对科学主题的理解以及对科学作为一个领域的看法，并发现写作是STEM内容与专注于专业人文学科之间的“桥梁”。学生还报告了对自己能力和对跨多个指标互动的能力和信心的看法，使该课程更加准备好被告知，参与和科学素养的公民。
For many students, introductory college science courses are often the only opportunity in their formal higher education to be exposed to science, shaping their view of the subject, their scientific literacy, and their attitudes towards their own ability in STEM. While science writing instruction has been demonstrated to impact attitudes and outlooks of STEM majors in their coursework, this instructional strategy has yet to be explored for non-majors. In this work, we investigate student attitudes towards STEM before and after taking a writing-intensive introductory astronomy course. We find that students cite writing about science as beneficial to their learning, deepening their understanding of science topics and their perspective on science as a field and finding writing to be a "bridge" between STEM content and their focus on humanities in their majors. Students also report increased perceptions of their own ability and confidence in engaging with STEM across multiple metrics, leaving the course more prepared to be informed, engaged, and science literate citizens.
