Keppetipola Niroshika, Patchen Terri
Department of Chemistry and Biochemistry, California State University, Fullerton, CA 92831.
Department of Elementary and Bilingual Education, California State University, Fullerton, CA 92831.
J Microbiol Biol Educ. 2021 Mar 31;22(1). doi: 10.1128/jmbe.v22i1.2603. eCollection 2021.
Although many science education researchers have investigated developing science education at the K-12 levels to meet the needs of underrepresented students in science, far fewer have considered how shifts to online instruction in undergraduate science courses might provide insights into better supporting the achievement of students from diverse backgrounds at the university level. This case study aims to fill this gap by engaging in a reflective interdisciplinary "deep dive" into the instruction of one biochemistry professor at a designated Hispanic Serving Institution (HSI), across two distinct modalities: face-to-face and online. The findings reported here suggest that the use of formative assessments and student feedback surveys, as well as responsive instructional strategies, facilitate access to and comprehension of complex material in the online modality, without diminishing achievement. Additionally, the reflective collaboration deployed methodologically in this study highlights how higher education faculty can marshal intellectual resources across distinct disciplines to identify and develop responsive pedagogy in advanced science courses at the university level.
尽管许多科学教育研究人员已对K-12阶段的科学教育发展进行了调查，以满足在科学领域中代表性不足的学生的需求，但很少有人考虑本科科学课程转向在线教学如何能为更好地支持不同背景的学生在大学阶段取得成绩提供见解。本案例研究旨在通过对一所指定的西班牙裔服务机构（HSI）的一位生物化学教授在两种不同教学模式（面对面和在线）下的教学进行反思性跨学科“深入研究”来填补这一空白。此处报告的研究结果表明，使用形成性评估和学生反馈调查以及响应式教学策略，有助于在不降低成绩的情况下，让学生在在线模式下获取和理解复杂材料。此外，本研究在方法上采用的反思性协作突出了高等教育教师如何调动不同学科的智力资源，以在大学阶段的高级科学课程中识别和开发响应式教学法。
