Fostering sustainable improvements in science education: An analysis through four frames
Fostering sustainable improvements in science education: An analysis through four frames
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DOI：
10.1002/sce.21526
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发表时间：
2019-09-01
影响因子：
4.3
通讯作者：
Finkelstein, Noah
中科院分区：
文献类型：
--
作者：
Reinholz, Daniel L.;Ngai, Courtney;Finkelstein, Noah
迫切需要提高教育改进工作的可持续性，但可持续性在科学教育中仍然缺乏理论化。在这篇文章中，我们借鉴了组织文化和可持续发展的框架，在一个单一的本科科学系的变化特征。这份长达15年的深入纵向案例研究报告详细记录了随着时间的推移进行改进所需的变化类型。特别是，我们认为，文化转变是可持续发展的一个重要方面。正如我们所展示的，即使是一个被认为是教育改进“成功故事”的部门，也无法维持通过最初的努力所取得的改进。尽管如此，我们确实认为，最初的努力导致了部门文化的多个方面的转变（例如，思维方式，教育部门的地位），我们与博尔曼和交易的四个框架的特点。这些文化转变为后来的努力奠定了基础，最终在该部门建立了可持续的结构，从而实现了持续的改进。最后，我们提供了建议，如何提高可持续性的变化的努力，并描述了重要的方法考虑未来的可持续性研究。
There is a pressing need to improve the sustainability of educational improvement efforts, but sustainability remains undertheorized in science education. In this article, we draw upon frameworks from organizational culture and sustainability to characterize change within a single undergraduate science department. This in-depth longitudinal case study over 15 years provides careful documentation of the types of changes that are required to make improvements over time. In particular, we argue that cultural shifts are an important aspect of sustainable improvements. As we show, even a department that was considered an educational improvement "success story" was unable to sustain the improvements made through its initial effort. Nonetheless, we do argue that the initial effort resulted in shifts to multiple aspects of the department's culture (e.g., ways of thinking, the status of education in the department), that we characterize with Bolman and Deal's four frames. These cultural shifts provided the groundwork for a later effort, to ultimately create sustainable structures in the department resulting in sustained improvement. To conclude, we provide recommendations for how to improve the sustainability of change efforts and describe important methodological considerations for future studies of sustainability.