Avila-Bront L Gaby
Department of Chemistry, College of the Holy Cross, 1 College St., Worcester, Massachusetts 01610, United States.
J Chem Educ. 2025 Mar 17;102(4):1436-1444. doi: 10.1021/acs.jchemed.4c00656. eCollection 2025 Apr 8.
The content and implementation of a one-credit course with built-in science outreach to the community partner, Girls, Inc., is described herein. This community-based learning (CBL) course aims at developing the undergraduates' ability to plan, monitor, evaluate, and adjust to new learning environments by reflecting on their own learning and also to define their scientific identities. The course delivery is divided into five Training and Preparation sessions, seven Community Partner Interaction sessions, and two Assessment sessions. Throughout the semester, the participating students reflected on their experiences and contextualized the outreach within the educational theories discussed. Student feedback indicated a shift in the undergraduate students' bias on gender in science, and the to have the opportunity for metacognitive reflection.
本文描述了一门一学分课程的内容与实施情况，该课程向社区合作伙伴“女童公司”（Girls, Inc.）开展了科学普及活动。这门基于社区的学习（CBL）课程旨在通过让本科生反思自己的学习过程，培养他们规划、监控、评估和适应新学习环境的能力，同时明确他们的科学身份。课程分为五个培训与准备环节、七个社区合作伙伴互动环节和两个评估环节。在整个学期中，参与的学生反思了他们的经历，并将科普活动与所讨论的教育理论相结合。学生反馈表明，本科生对科学领域性别问题的偏见有所转变，并且他们有机会进行元认知反思。
