论文标题
使科学个人：针对一般教育课程的包容性驱动设计
Making Science Personal: Inclusivity-Driven Design for General-Education Courses
论文作者
论文摘要
普通教育学院的天文学课程为讲师提供了独特的受众和独特的挑战。对于许多学生来说，这样的课程可能是他们第一次遇到独立的天文学课，这也可能是他们将要参加的最后一门科学课程之一。因此，在一个学期中，主要课程目标通常包括传授有关宇宙的知识，并使学生对科学过程有所了解。在传统的课程环境中，学生经常将信息划分为单独的“生活文件”和“课程文件”，而不是将信息集成到连贯的框架中。通过该项目创建的天文学课程于2019年春季在亚利桑那大学（University of Arizona）授课，围绕着包容性驱动的指导原则，以帮助学生以有意义，相关且易于访问的方式参与课程内容。我们的课程弥合了学生的“生活”和“课程文件”之间的差距，鼓励并尊重各种观点，并使学生能够将课程内容与他们的个人生活和身份联系起来。在本文中，我们提供了有关指导原则的洞察力，这些指导原则为我们的课程设计提供了信息，并分享了有关课程中实施的教学策略和评估技术有效性的研究结果。
General-education college astronomy courses offer instructors both a unique audience and a unique challenge. For many students, such a course may be their first time encountering a standalone astronomy class, and it is also likely one of the last science courses they will take. Thus, in a single semester, primary course goals often include both imparting knowledge about the Universe and giving students some familiarity with the processes of science. In traditional course environments, students often compartmentalize information into separate "life files" and "course files" rather than integrating information into a coherent framework. The astronomy course created through this project, taught at the University of Arizona in Spring 2019, was designed around inclusivity-driven guiding principles that help students engage with course content in ways that are meaningful, relevant, and accessible. Our course bridges the gap between students' "life" and "course files", encourages and respects diverse points of view, and empowers students to connect course content with their personal lives and identities. In this paper, we provide insight into the guiding principles that informed our course design and share research results on the effectiveness of the instructional strategies and assessment techniques implemented in the course.
