Deliberative Democracy: Investigating the Longitudinal Impacts of Democratic Activities in Introductory Biology Courses

Autor/inn/en	Rain-Griffith, Liz; Sheghewi, Sarah; Shusterman, Gwendolyn P.; Barbera, Jack; Shortlidge, Erin E.
Titel	Deliberative Democracy: Investigating the Longitudinal Impacts of Democratic Activities in Introductory Biology Courses
Quelle	In: American Biology Teacher, 82 (2020) 7, S.453-462 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Biology; Science Instruction; Teaching Methods; Democratic Values; Educational Change; STEM Education; Introductory Courses; Majors (Students); Student Attitudes; Educational Experience; Content Analysis; Scientific Literacy; Active Learning; Problem Solving; Group Dynamics; Undergraduate Students; Skill Development; Outcomes of Education; Attitude Change; Learning Activities + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; STEM; Einführungskurs; Schülerverhalten; Bildungserfahrung; Inhaltsanalyse; Aktives Lernen; Problemlösen; Gruppendynamik; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; Attitudinal change; Einstellungsänderung; Lernaktivität
Abstract	There have been multiple national calls for curricular reform in science, technology, engineering, and mathematics (STEM), including a need to instill democratic skills in students. Democratic skill building can be embedded in STEM classrooms through intentional "deliberative pedagogies" that include communication, collaboration, and application of information. We developed and implemented a deliberative pedagogy, Deliberative Democracy (DD), for introductory majors and nonmajors undergraduate biology courses and took a longitudinal, qualitative research approach to understand students' experiences and perceptions of DD. We asked students to respond to open-ended survey questions regarding DD at two time points and conducted semi-structured follow-up interviews. All data were iteratively open-coded using content analysis. Students' perceptions of DD were lasting and generally positive, including self-reported themes related to DD promoting their awareness of the "real-world applications of science," and increased "scientific literacy." Negative perceptions of DD were largely related to issues with "group dynamics." We detected differences between majors' and nonmajors' perceptions of DD, including in regard to scientific literacy and class time use. DD is a replicable pedagogy that can assist in instilling democratic skills in biology students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01