Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences-Reference-Cited by-同舟云学术

Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences

Published:2023-09 Issue:3 Volume:22 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Beatty Abby E.¹,Driessen Emily P.¹,Clark Amanda D.¹,Costello Robin A.¹,Ewell Sharday¹,Fagbodun Sheritta²,Klabacka Randy L.¹,Lamb Todd¹,Mulligan Kimberly³,Henning Jeremiah A.⁴,Ballen Cissy J.¹

Affiliation:

1. Department of Biological Sciences, Auburn University, Auburn, AL 36849

2. Office of Inclusion, Equity and Diversity, Auburn University, Auburn, AL 36849

3. Department of Biology, Tuskegee University, Tuskegee, AL 36088

4. Department of Biology, University of South Alabama, Mobile, AL 36688

Abstract

A national survey of biology instructors shows that instructors view the primary goal of science education as “understanding the world,” yet instructors hesitate to incorporate societally relevant content. This study addresses how an ideological awareness curriculum may bridge this gap and how instructor values and hesitancies affect teaching practices.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference82 articles.

1. Every Tool in the Toolbox: Pursuing Multilevel Institutional Change in the DeLTA Project

2. It’s Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions

3. Race Matters

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