ADVANCE Program, University of Michigan, Ann Arbor, MI 48104.
Te Puna Ako-Centre for Tertiary Teaching & Learning, University of Waikato, Hamilton, New Zealand 3240.
CBE Life Sci Educ. 2022 Sep;21(3):ar40. doi: 10.1187/cbe.21-08-0201.
While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting ( = 249) and one traditional on-campus setting ( = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion.
虽然先前的文献发现参与本科野外课程有许多好处，但这些好处是如何发展的机制尚不清楚。本研究通过考察在一个野外站环境（n=249）和一个传统的校内环境（n=118）中学习的本科生在科学素养、未来科学计划以及动机和归属感方面的预调查和后调查结果，探讨了这些机制以及野外课程的任何独特好处。我们发现野外站环境与科学素养以及未来科学计划之间存在正相关关系。此外，本研究还支持学习目标取向和班级归属感的序列和多重中介作用，以解释野外站环境与科学素养以及未来科学计划之间的关系。本研究的结果对增强野外课程设计以及增加参与和包容具有启示意义。
