Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study.
Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study.
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大学数学中探究式学习对女性和男性的好处：一项多机构研究。
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
T. Weston
中科院分区：
文献类型：
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作者：
S. Laursen;Marja;M. Kogan;T. Weston
教师对以研究为基础、以学生为中心的教学方法的缓慢吸收限制了美国本科数学教育的进步。在4所大学的100多个课程部分实施的探究式学习（IBL）的研究提供了这种多课程，多机构吸收的例子。尽管在如何IBL实施的变化，学生的成绩有所改善，在IBL课程相对于传统的教学课程，作为评估的一般措施，适用于跨课程类型。特别引人注目的是，IBL的使用消除了一个相当大的性别差距，不利于女学生在讲座为基础的课程。这项研究表明，现实世界的承诺，广泛采用以学生为中心的教学方法，提高学习成果，并最终，学生保留在大学数学。
Slow faculty uptake of research-based, student-centered teaching and learning approaches limits the advancement of U.S. undergraduate mathematics education. A study of inquiry-based learning (IBL) as implemented in over 100 course sections at 4 universities provides an example of such multicourse, multi-institution uptake. Despite variation in how IBL was implemented, student outcomes are improved in IBL courses relative to traditionally taught courses, as assessed by general measures that apply across course types. Particularly striking, the use of IBL eliminates a sizable gender gap that disfavors women students in lecture-based courses. The study suggests the real-world promise of broad uptake of student-centered teaching methods that improve learning outcomes and, ultimately, student retention in college mathematics.
影响因子：
22.4
作者：
Lindberg SM;Hyde JS;Petersen JL;Linn MC
通讯作者：
Linn MC
影响因子：
8.2
作者：
Goetz, Thomas;Bieg, Madeleine;Hall, Nathan C.
通讯作者：
Hall, Nathan C.