Scientific teaching: defining a taxonomy of observable practices.
Scientific teaching: defining a taxonomy of observable practices.
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DOI：
10.1187/cbe.14-01-0002
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发表时间：
2015-03-02
期刊：
影响因子：
--
通讯作者：
Knight JK
中科院分区：
文献类型：
--
作者：
Couch BA;Brown TL;Schelpat TJ;Graham MJ;Knight JK
作者描述了详细说明科学教学(ST)的核心目标和实践的分类法的发展。这一分类将支持未来的教育努力，为研究以科技为基础的课程转变的过程和结果的研究人员提供一个经验框架，并为教师发展课程提供一个简洁的指南。在过去的几十年里，发表了许多报告，倡导对本科科学教育进行改革。这些全国性的呼吁促使国家科学院生物本科生教育暑期学院(SI)的成立，这是一组地区性研讨会，帮助教职员工学习和实施互动教学方法。SI课程促进了一种名为科学教学(ST)的教学框架，旨在通过让学生参与科学发现过程并使用学生数据为正在进行的教学方法的发展提供信息，将现代研究的活力带入课堂。随着科技的传播，出现了系统地定义其组成部分的需要，以便为教育研究人员和实践者建立一个共同的描述。我们描述了分类的发展，详细说明了科学技术的核心要素，并提供了来自课堂观察和教师调查的数据，以支持其在本科科学课程中的适用性。最终的分类包括15个教学目标和37个支持实践，指定了可观察到的行为、构件和与ST相关的特性。这一分类将支持未来的教育努力，为研究人员研究基于ST的课程转换的过程和结果提供一个框架，并为教职员工开发课程提供简明的指南。
The authors describe the development of a taxonomy detailing core goals and practices of Scientific Teaching (ST). This taxonomy will support future educational efforts by providing an empirical framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty developing classes. Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. With the spread of ST, the need emerges to systematically define its components in order to establish a common description for education researchers and practitioners. We describe the development of a taxonomy detailing ST’s core elements and provide data from classroom observations and faculty surveys in support of its applicability within undergraduate science courses. The final taxonomy consists of 15 pedagogical goals and 37 supporting practices, specifying observable behaviors, artifacts, and features associated with ST. This taxonomy will support future educational efforts by providing a framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty members developing classes.
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影响因子：
3.7
作者：
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通讯作者：
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影响因子：
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影响因子：
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作者：
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DOI：
10.1187/cbe.06-06-0168
发表时间：
2006-01-01
期刊：
CBE life sciences education
影响因子：
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作者：
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通讯作者：
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影响因子：
3.7
作者：
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通讯作者：
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