Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses
Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses
复制标题
DOI：
10.1187/cbe.19-01-0010
复制
发表时间：
2019-12-01
影响因子：
3.7
通讯作者：
Grant, Emily F.
中科院分区：
文献类型：
--
作者：
Andrews, Tessa C.;Auerbach, Anna Jo J.;Grant, Emily F.
并非所有教师都以最大化学生成果的方式实施主动学习策略。主动学习效果的变化的一个可能的解释是教师利用的教学知识的变化。本研究以教学内容知识和教学知识理论框架为指导，考察了大型课程中教师在主动学习课程的策划、实施和反思中所运用的教学知识。我们使用了一个教学前的采访，一个目标班会议的录像，和一个教学后的采访与刺激回忆，以引起参与者使用的教学知识。然后，我们进行了定性内容分析，以描述和对比实施主动学习的教师所使用的教学知识，这些知识要求学生产生自己的理解（即，生成指令）和主要集中在活动和回忆上的主动学习（即，主动指令）。参与生成性教学的参与者表现出与专注于活动的参与者不同的教学知识。那些使用生成教学借鉴教学知识，设计课程侧重于学生产生的推理;整合教学内容知识和教学知识，计划课程，以针对学生的困难;并创造机会，发展新的教学内容知识，而教学。这项工作产生了有效的，生成性的主动学习教学所需的教学知识的假设。
Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowledge and pedagogical knowledge, this study investigated the teaching knowledge instructors used in planning, implementing, and reflecting on active-learning lessons in large courses. We used a preinstruction interview, video footage of a target class session, and a postinstruction interview with stimulated recall to elicit the teaching knowledge participants used. We then conducted qualitative content analysis to describe and contrast teaching knowledge employed by instructors implementing active learning that required students to generate their own understandings (i.e., generative instruction) and active learning largely focused on activity and recall (i.e., active instruction). Participants engaging in generative instruction exhibited teaching knowledge distinct from that of participants focused on activity. Those using generative instruction drew on pedagogical knowledge to design lessons focused on students generating reasoning; integrated pedagogical content knowledge and pedagogical knowledge to plan lessons to target student difficulties; and created opportunities to develop new pedagogical content knowledge while teaching. This work generated hypotheses about the teaching knowledge necessary for effective, generative active-learning instruction.