A Faculty-Development Model for Transforming Introductory Biology and Ecology Courses
A Faculty-Development Model for Transforming Introductory Biology and Ecology Courses
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DOI：
10.1525/bio.2012.62.4.12
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发表时间：
2012-04-01
期刊：
影响因子：
10.1
通讯作者：
Pelaez, Nancy
中科院分区：
文献类型：
--
作者：
D'Avanzo, Charlene;Anderson, Charles W.;Pelaez, Nancy
诊断问题集群（DQC）项目将教育研究和教师发展结合起来，阐明生物学和生态学入门教学有效转型的模型。三年来，来自不同机构的教职员工使用主动教学和 DQC（一种概念清单）作为预测试和后测试来评估学生对跨组织生物尺度的能量和物质概念的理解。对教师的调查表明，DQC 的大量使用和积极教学，几乎所有参与研究的教师都看到了学生的显着进步以及前后测试之间的巨大积极效应。重要的程序组成部分包括可靠的基于研究的概念问题和相关的主动学习练习；对教学前数据进行形成性检查，包括学生的书面答案；一个负责招聘、研讨会和传播的专业协会；三年内师资队伍不断壮大；和合作实践社区。我们建议，基于研究的概念清单可以成为生物学专业协会提供的教师发展计划的有效工具。
The Diagnostic Question Cluster (DQC) project integrates education research and faculty development to articulate a model for the effective transformation of introductory biology and ecology teaching. Over three years, faculty members from a wide range of institutions used active teaching and DQCs, a type of concept inventory, as pre- and posttests to assess students' understanding of concepts about energy and matter across biological scales of organization. Surveys of the instructors indicated a substantial use of DQCs and active teaching, and nearly all of those faculty members participating in the research saw significant student gains and a large positive effect size between the pre- and posttests. Important programmatic components included reliable research-based conceptual questions and the associated active-learning exercises; formative examination of preinstruction data, including the students' written answers; a professional society for recruitment, workshops, and dissemination; progressive faculty growth over three years; and cooperative communities of practice. We propose that research-based conceptual inventories can be effective tools in faculty-development programs offered through biology professional societies.