Assessing how science faculty learning communities promote scientific teaching
Assessing how science faculty learning communities promote scientific teaching
复制标题
评估科学教师学习社区如何促进科学教学
DOI：
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发表时间：
2010
影响因子：
1.4
通讯作者：
D. Madigan
中科院分区：
文献类型：
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作者：
Karen Sirum;D. Madigan
尽管理科本科教育的教学法需要持续进步，但更迫切需要的是更广泛地采用研究已经表明可以促进学习的教学实践。这些实践包括互动参与教学法，例如主动学习和探究式学习。现在需要找到方法来整合和制度化这些基于证据的科学教学策略，并帮助科学教师了解和实施它们。科学教学学习社区 (STLC) 创建了一种重视科学系内学术教学的文化，这对于弥合科学与教育之间的差距以及改善本科生的科学学习非常重要。 STLC 对学生学习环境影响的证据是通过开发和使用参与者学习成果评估调查获得的，该调查是由 Seymour 等人最初开发的在线学生学习成果评估调查的改编版。 （可参见：http://www.wcer.wisc.edu/salgains/instructor/SALGains.asp，1997 年，并在美国化学会全国会议上发表论文，2000 年）。数据揭示了 STLC 如何改变教师的行为并直接影响他们在科学课堂上的行为。
Although there is a need for continued pedagogical advancement in science undergraduate education, what is needed more urgently is more widespread adaptation of pedagogical practices that research has already shown to promote learning. Those practices include interactive engagement pedagogies such as active learning and inquiry‐based learning. The need now is to find ways to integrate and institutionalize these evidence‐based strategies for teaching science and to help science faculty learn about and implement them. Scientific Teaching Learning Communities (STLCs) create a culture that values scholarly teaching within science departments, important for bridging the gap between science and education and for improving undergraduate science learning. Evidence for the impact of STLCs on the student‐learning environment was obtained through the development and use of the Participant Assessment of Learning Gains survey, an adaptation of the online Student Assessment of Learning Gains survey originally developed by Seymour et al. (Available at: http://www.wcer.wisc.edu/salgains/instructor/SALGains.asp, 1997 and Paper presented at the National Meeting of the American Chemical Society, 2000). Data reveal how STLCs are transforming faculty behavior and directly affecting what they do in their science classrooms.