Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties.
Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties.
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从内部促进变革：通过教育专业的科学教师影响部门同事的教学实践。
DOI：
10.1371/journal.pone.0150914
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发表时间：
2016
期刊：
影响因子：
3.7
通讯作者：
Williams KS
中科院分区：
文献类型：
--
作者：
Bush SD;Rudd JA 2nd;Stevens MT;Tanner KD;Williams KS
在全球范围内，要求改善科学教育的呼声频繁而热烈。与此同时，在科学系内拥有教育专业的科学教师（SFES）的现象似乎在最近几十年有所增长。在一个随机的，分层样本的SFES从美国各地的采访研究的背景下，我们发现，大多数SFES采访（82%）认为有专业的影响，在提高本科科学教育领域，更是如此，在科学教育或K-12科学教育的研究。虽然SFES报告了各种各样的努力，以改善本科科学教育，最普遍的影响，到目前为止，影响他们的部门同事的教学实践。由于学院和大学的科学教师继续雇用很少或根本没有有效的科学教学培训，科学教育专家的科学部门的种子持有的承诺，从生物，化学，地球科学和物理系内促进科学教育的变化。
Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments.