Anatomy of STEM teaching in North American universities
Anatomy of STEM teaching in North American universities
复制标题
北美大学STEM教学剖析
作者：
M. Stains;Jordan T. Harshman;Megan K. Barker;S. Chasteen;Renee Cole;S. E. DeChenne;M. K. Eagan;Joan M. Esson;Jennifer K. Knight;F. A. Laski;M. Levis;Christopher Lee;S. M. Lo;Lisa McDonnell;T. A. McKay;N. Michelotti;A. Musgrove;M. S. Palmer;Kathryn M. Plank;T. Rodela;Erin R. Sanders;N. Schimpf;Patricia M. Schulte;Michelle K. Smith;M. R. Stetzer;B. Valkenburgh;Erin Vinson;Laura K Weir;Paul J. Wendel;L. B. Wheeler;Anna M Young
大量的证据表明，促进学生互动和认知参与学生与内容的策略（1）导致学生在科学，技术，工程和数学（STEM）课程（1，2）的学习和态度成果的收益。许多教育和政府机构呼吁并支持在整个本科STEM课程中采用这些以学生为中心的策略。但是，就我们所掌握的STEM本科教学环境的图片而言，它主要是通过对特定STEM学科内的教师进行自我报告调查来提供的[例如，（3-6）]。这种调查容易受到可靠性威胁，并且可能低估教室环境的复杂性，并且很少在全国范围内实施以提供有效和可靠的数据。反映这些数据的有限状态，美国国家科学院的一份报告，工程和医学呼吁改善数据收集，以了解基于证据的教学实践的使用（8）。我们在这里报告了一个重要的步骤，以描述北美大学STEM教学实践的特征，这是基于25个机构的500多名STEM教师教授的2000多个班级的课堂观察。
Lecture is prominent, but practices vary A large body of evidence demonstrates that strategies that promote student interactions and cognitively engage students with content (1) lead to gains in learning and attitudinal outcomes for students in science, technology, engineering, and mathematics (STEM) courses (1, 2). Many educational and governmental bodies have called for and supported adoption of these student-centered strategies throughout the undergraduate STEM curriculum. But to the extent that we have pictures of the STEM undergraduate instructional landscape, it has mostly been provided through self-report surveys of faculty members, within a particular STEM discipline [e.g., (3–6)]. Such surveys are prone to reliability threats and can underestimate the complexity of classroom environments, and few are implemented nationally to provide valid and reliable data (7). Reflecting the limited state of these data, a report from the U.S. National Academies of Sciences, Engineering, and Medicine called for improved data collection to understand the use of evidence-based instructional practices (8). We report here a major step toward a characterization of STEM teaching practices in North American universities based on classroom observations from over 2000 classes taught by more than 500 STEM faculty members across 25 institutions.