Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking
Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking
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DOI：
10.1186/s40594-018-0112-9
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发表时间：
2018-04-12
影响因子：
6.7
通讯作者：
Andrews, Tessa C.
中科院分区：
文献类型：
--
作者：
Auerbach, Anna Jo J.;Andrews, Tessa C.
背景资料：虽然主动学习教学有可能对STEM毕业生的准备和多样性产生积极影响，但并非所有教师都能够实现这一潜力。一个重要因素是教师所拥有的教师知识，包括他们的教学知识。教学知识是指非特定主题的教与学的知识，如学习理论、课堂管理和学生动机等知识。我们调查的教学知识，77名教师谁报告实施主动学习教学使用，因为他们分析了视频剪辑的教训，在大型主动学习生物课程。我们使用定性内容分析，并借鉴认知和社会文化的学习观点，以确定和表征教师的教学知识。我们使用这些教师的集体思维，以产生一个框架的教学知识的主动学习指令在大型本科生biology courses.Results：我们确定了七个不同的组成部分的教学知识，以及这些组件之间的连接。在他们思考的核心，参与者评估教学是否为学生提供了机会，以产生超出他们所提出的想法，并从事科学实践。他们还普遍考虑学生参与这项工作的动机以及教学如何最大限度地提高学生之间的公平。参与者注意到教师是否实时监控和回应学生的思维，教学如何促进元认知，以及学习任务之间的联系如何建立。与会者还仔细思考了物流管理的积极学习lessons.Conclusions：报告使用积极学习指令的教师显示的知识的原则，人们如何学习，教学策略和行为的实用知识，以及相关的知识课堂管理。他们对教育学的深入了解表明，主动学习教学需要的不仅仅是通过学科培训建立的内容知识，但许多大学STEM教师很少或根本没有教学培训。进一步的研究应该在不同的教学环境中测试这种教学知识框架，包括不同的STEM学科。需要进一步的研究，以了解教师的知识是有效的主动学习教学的关键，以及如何发展这种知识是最好的促进。实现本科STEM教育的广泛改善可能需要改变我们准备和支持本科教师的方法。
Background: Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical knowledge. Pedagogical knowledge is the knowledge about teaching and learning that is not topic-specific, such as knowledge of learning theory, classroom management, and student motivation. We investigated the pedagogical knowledge that 77 instructors who report implementing active-learning instruction used as they analyzed video clips of lessons in large active-learning biology courses. We used qualitative content analysis, and drew on cognitive and sociocultural perspectives of learning, to identify and characterize the pedagogical knowledge instructors employed. We used the collective thinking of these instructors to generate a framework of pedagogical knowledge for active-learning instruction in large undergraduate biology courses.Results: We identified seven distinct components of pedagogical knowledge, as well as connections among these components. At the core of their thinking, participants evaluated whether instruction provided opportunities for students to generate ideas beyond what was presented to them and to engage in scientific practices. They also commonly considered student motivation to engage in this work and how instruction maximized equity among students. Participants noticed whether instructors monitored and responded to student thinking in real-time, how instruction prompted metacognition, and how links were built between learning tasks. Participants also thought carefully about managing the logistics of active-learning lessons.Conclusions: Instructors who report using active-learning instruction displayed knowledge of principles of how people learn, practical knowledge of teaching strategies and behaviors, and knowledge related to classroom management. Their deep knowledge of pedagogy suggests that active-learning instruction requires much more than content knowledge built through training in the discipline, yet many college STEM instructors have little or no training in teaching. Further research should test this framework of pedagogical knowledge in different instruction contexts, including different STEM disciplines. Additional research is needed to understand what teacher knowledge is critical to effective active-learning instruction and how the development of this knowledge is best facilitated. Achieving widespread improvement in undergraduate STEM education will likely require transforming our approach to preparing and supporting undergraduate instructors.