Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.
Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.
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DOI：
10.1187/cbe.17-07-0149
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Andrews TC
中科院分区：
文献类型：
--
作者：
Auerbach AJ;Higgins M;Brickman P;Andrews TC
本研究通过比较专家和新手的思维，探讨了在大型大学生物课程中有效主动学习教学的重要教师知识。专家比新手更经常地关注教学的特定方面，并且在评估和提出如何改进课程的建议时更深入地进行推理。主动学习策略可以提高科学，技术，工程和数学（STEM）本科生学习基本概念和技能的能力。然而，教师所取得的结果差异很大。对此的一种解释是，教师通常以不同于预期的方式实施主动学习。影响教师实施主动学习的一个重要因素是教师的教与学知识。我们的目的是发现知识，是重要的有效的主动学习在大型本科课程。我们开发了一个教训分析工具，以引发教师的知识，教师注意的理论建构。我们比较了专家（n = 14）和新手（n = 29）主动学习教师在分析课程时所使用的知识。专家和新手在他们注意到的方面有所不同，专家更常见的是考虑教师如何让学生负责，特定主题的学生困难，教师是否引发和回应学生的思考，以及学生产生自己的想法和工作的机会。专家们还能够更好地用推理来支持他们的教训分析。这项工作提供了基础知识，为未来的准备和支持教师采用主动学习的设计。提高教师知识将改善主动学习的实施，这对于广泛实现本科STEM主动学习的潜在好处是必要的。
This study examined teacher knowledge important to effective active-learning instruction in large college biology courses by comparing expert and novice thinking. Experts paid attention to particular aspects of instruction more frequently than novices and reasoned more deeply as they evaluated and made suggestions about how to improve lessons. Active-learning strategies can improve science, technology, engineering, and mathematics (STEM) undergraduates’ abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An important factor affecting how instructors implement active learning is knowledge of teaching and learning. We aimed to discover knowledge that is important to effective active learning in large undergraduate courses. We developed a lesson-analysis instrument to elicit teacher knowledge, drawing on the theoretical construct of teacher noticing. We compared the knowledge used by expert (n = 14) and novice (n = 29) active-learning instructors as they analyzed lessons. Experts and novices differed in what they noticed, with experts more commonly considering how instructors hold students accountable, topic-specific student difficulties, whether the instructor elicited and responded to student thinking, and opportunities students had to generate their own ideas and work. Experts were also better able to support their lesson analyses with reasoning. This work provides foundational knowledge for the future design of preparation and support for instructors adopting active learning. Improving teacher knowledge will improve the implementation of active learning, which will be necessary to widely realize the potential benefits of active learning in undergraduate STEM.
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影响因子：
3.7
作者：
Eddy, Sarah L.;Converse, Mercedes;Wenderoth, Mary Pat
通讯作者：
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影响因子：
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作者：
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影响因子：
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影响因子：
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通讯作者：
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DOI：
10.1103/physrevphyseducres.12.010110
发表时间：
2016-02-22
影响因子：
3.1
作者：
Dancy, Melissa;Henderson, Charles;Turpen, Chandra
通讯作者：
Turpen, Chandra