Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms: TOWARD A DESCRIPTIVE SCIENCE OF CLASSROOM
Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms: TOWARD A DESCRIPTIVE SCIENCE OF CLASSROOM
复制标题
走向教学的描述性科学：TDOP 如何阐明中学后课堂主动学习的多维本质：走向课堂的描述性科学
DOI：
10.1002/sce.21175
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发表时间：
2015
影响因子：
4.3
通讯作者：
HORA, MATTHEW T.
中科院分区：
文献类型：
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作者：
HORA, MATTHEW T.
教学的详细说明可以揭示主动学习的性质和流行程度，但常见的方法减少教学一维描述符或二元分类。在本文中，我使用教学实践系统框架和教学维度观察协议（TDOP）来推进一种方法，以更多维的方式思考科学课堂教学。使用描述性统计和社会网络分析，我研究了一组科学和工程学院（n= 56）的教学实践。结果表明，广泛使用的讲座与预制的视觉效果（观察到在65%的所有2分钟的时间间隔，包括一个类）。然而，大多数教师（n= 34）的授课时间为20分钟或更短。（Chi & Wylie，2014）框架来解释TDOP代码，数据显示，包括“积极”在内的主动学习方式的比率较低（学生回答问题，28%;学生解决问题（PS），15%），“具有建设性”（学生提问，4%;学生做创造性的任务，2%），和“互动”（学生与同龄人一起做创造性的任务，2%）。结果表明，跨学科和课程背景的变化，主动学习是嵌入在PowerPoint讲座，小组工作练习不是同义词的建构主义活动。研究，实践和政策的影响进行了讨论。
Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems‐of‐practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking about teaching in science classrooms in more multidimensional terms. Using descriptive statistics and social network analysis, I examine the teaching practices employed by a group of science and engineering faculty (n= 56). Results indicate the extensive use of lecturing with premade visuals (observed in 65% of all 2‐minute intervals comprising a class). However, the majority of instructors (n= 34) lectured for periods of 20 minutes or less. Using the Differentiated Overt Learning Activities (Chi & Wylie, 2014) framework to interpret TDOP codes, the data reveal lower rates of active learning modalities including “being active” (students answering questions, 28%; students problem solving (PS),15%), “being constructive” (students asking questions, 4%; students doing creative tasks, 2%), and “being interactive” (students working with peers to do creative tasks, 2%). Results indicate variation across disciplines and course contexts, that active learning is embedded within PowerPoint lectures, and that small group work exercises are not synonymous with constructivist activities. Implications for research, practice, and policy are discussed.