Impacts of Inclusive Biology Curriculum on Student Attitudes and STEM Interest

全纳生物学课程对学生态度和 STEM 兴趣的影响

• 批准号: 2321243
• 负责人: Charlie Blake
• 金额: $ 34.05万
• 依托单位: Southern Illinois University at Edwardsville
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2321243&HistoricalAwards=false
• 关键词: Impacts; Inclusive; Biology; Curriculum; Student

The project from Southern Illinois University at Edwardsville will work to update instructional bioscience content in high-school curricula to increase accuracy and decrease sociocultural biases. The proposed project will increase our understanding of how biology instructional content can impact student bioessentialist beliefs and has the potential to contribute foundational knowledge about the epistemology of bioessentialist bias and the process by which these attitudes develop. There has been limited research into the mechanisms and tools within STEM education that can affect change in prejudicial fundamental attitudes and beliefs about sex, sexuality, and gender. The research instruments and curriculum materials developed as a part of this study as well as the findings will be of use to future practitioners, encourage future research on inclusive education, and create prospective tools for decreasing prejudicial beliefs and implicit biases. Mixed methods analysis will explore whether exposure to inclusive biology lesson plans can change the prevalence of gender essentialist, transphobic, or homophobic attitudes, change STEM and career interest, and whether any of these potential effects vary by student identity, especially for LGBTQ students.The project plan includes supportive activities for the PI through an aligned professional development plan engaged through trainings, conferences, and the support of expert mentors. These advisors will assist the PI in attaining the skills needed for development as a STEM education researcher and scholar. The effort will be guided by a diverse group of credentialed educators and scientists working in accredited schools and universities. Dissemination will be addressed through communication in STEM professional pathways, including conferences, training, and publications. The project is supported by NSF's EDU Core Research Building Capacity in STEM Education Research (ECR:BCSER) program, which is designed to build investigators’ capacity to carry out high-quality STEM education research.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

南伊利诺伊大学爱德华兹维尔分校的项目将致力于更新高中课程中的生物科学教学内容，以提高准确性并减少社会文化偏见。该项目将增进我们对生物教学内容如何影响学生生物本质主义信仰的理解，并有可能贡献关于生物本质主义偏见的认识论以及这些态度发展过程的基础知识 对于 STEM 教育中可能影响关于性、性、性、作为本研究的一部分开发的研究工具和课程材料以及研究结果将为未来的实践者使用，鼓励未来对包容性教育的研究，并创建减少偏见信念和隐性偏见的前瞻性工具。分析将探讨接触包容性生物学课程计划是否可以改变性别本质主义、跨性别者恐惧或同性恋态度的盛行，改变 STEM 和职业兴趣，以及这些潜在影响是否因学生身份而异，特别是对于 LGBTQ 学生。该项目计划包括通过以下方式为 PI 提供支持活动：通过培训、会议和专家导师的支持制定一致的专业发展计划，这些顾问将帮助 PI 获得作为 STEM 教育研究人员和学者的发展所需的技能。在经认可的学校和大学工作的教育工作者和科学家将通过 STEM 专业途径的交流进行传播，包括会议、培训和出版物。该项目得到了 NSF 的 STEM 教育研究核心研究能力建设的支持。 (ECR:BCSER) 计划，旨在培养研究人员开展高质量 STEM 教育研究的能力。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。