Using Observations of Universal Design for Learning to Enhance Post-secondary STEM Teaching Practices
Using Observations of Universal Design for Learning to Enhance Post-secondary STEM Teaching Practices
复制标题
利用通用学习设计的观察来加强高等教育 STEM 教学实践
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Jacquelyn J. Chini
中科院分区：
文献类型：
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作者：
Jillian Schreffler;Eleazar Vasquez;Westley D. James;Jacquelyn J. Chini
通用学习设计（UDL）是一个教学框架，通过强调需要多种表达、表达和参与手段，使教师能够影响具有不同认知优势和技能的学习者。UDL越来越多地用于许多高等教育课程；然而，STEM教师对这个框架相对陌生。对高等教育中UDL的研究主要集中在教师和学生的视角上。本项目使用观察来描述以学生为中心的主动学习STEM课程实施UDL实践的程度。在物理SCALE-UP入门和化学探究实验课程中，使用基于UDL框架的协议进行了观察。观察员将31种做法的流行情况分为四类：介绍和编写新材料；内容表示和传递；理解的表达；活动和学生参与。这些观察结果使研究人员能够确定需要改进的具体领域，并将用于促进STEM教师在未来的课程中纳入UDL。
Universal Design for Learning (UDL) is a framework for instruction enabling instructors to impact learners with varying cognitive strengths and skills by emphasizing the need for multiple means of representation, expression and engagement. UDL is increasingly used in many post-secondary programs; however, this framework is relatively unknown to STEM instructors. Research focusing on UDL in post-secondary has primarily centered on teacher and student perspectives. This project uses observations to describe the extent to which student-centered active learning STEM courses implemented UDL practices. Observations were conducted during introductory physics SCALE-UP and chemistry inquiry laboratory courses using a protocol based on the UDL framework. Observers coded the prevalence of 31 practices in four categories: introducing and framing new material; content representation and delivery; expression of understanding; and activity and student engagement. These observations allowed researchers to identify specific areas of needed improvement and will be used to facilitate STEM instructors incorporation of UDL in future lessons.