Navigating the Problem Space of Academic Work
Navigating the Problem Space of Academic Work
复制标题
探索学术工作的问题空间
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Matthew T. Hora
中科院分区：
文献类型：
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作者：
Matthew T. Hora
尽管人们越来越关注高等教育机构的教学质量，但很少有研究探讨教师如何在现实世界中实际规划他们的课程。本研究以认知科学中的“问题空间”概念为基础，探讨教师如何建构心理表征，以完成大学课程规划的任务。使用自由列表和回顾性访谈的数据，我报告的因素，最形状的规划空间和随后的战略和课程的工件由一组58名教师。结果表明，固定的启示，如工作量的限制，课程内容和班级规模的首要地位，这些限制有助于预先存在的讲义和PowerPoint幻灯片的日常维护。我建议教育领导者在设计教学改革时考虑这些文化习俗，并制定政策，要求教师进行简短的课后反思，从而对这些文物进行轻微更新。
Despite an increasing focus on the quality of teaching in postsecondary institutions, little research exists that examines how faculty actually plan their courses in real-world settings. In this study the idea of the “problem space” from cognitive science is used to examine how faculty construct mental representations for the task of planning undergraduate courses. Using data from free lists and retrospective interviews, I report the factors that most shape the planning space and subsequent strategies and curricular artifacts used by a group of 58 faculty. Results indicate the primacy of fixed affordances, such as workload constraints, course content, and class size, and that these constraints contribute to the routine maintenance of preexisting lecture notes and PowerPoint slides. I recommend that educational leaders consider these cultural practices when designing instructional reforms and enact policies that require faculty to engage in brief, postclass reflection that results in minor updates to these artifacts.
影响因子：
3.2
作者：
Carayon, Pascale
通讯作者：
Carayon, Pascale
影响因子：
3.8
作者：
Hora, Matthew Tadashi;Ferrare, Joseph J.
通讯作者：
Ferrare, Joseph J.