Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses.
Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses.
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DOI：
10.1187/cbe.16-03-0139
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Blumer LS
中科院分区：
文献类型：
--
作者：
Beck CW;Blumer LS
本研究对大学本科实验课探究式学习与评价进行了调查，并定义了五个结构：元认知、反馈与评价、科学综合、科学过程技能和教师指导教学。在一般情况下，教师和学生的看法是不相关的课程和教师的水平。课程改革的努力取决于我们确定课程如何教授以及教学实践如何影响学生成绩的能力。在这项研究中，我们开发了一个30个问题的调查研究为基础的学习和评估在本科实验室课程，管理到878名学生在54门课程（41入门级和13个高级别）从20个机构（4个社区学院，11个文科学院，和5所大学，其中4个是少数民族服务机构）。在探索性因素分析的基础上，我们定义了五个结构：元认知，反馈和评估，科学综合，科学过程技能，和教师指导的教学。使用我们的24个项目的细化调查，我们比较了学生和教师的教学实践的看法都跨课程和跨教师。在一般情况下，教师和学生的看法没有显着相关。虽然平均的看法往往是相似的，教师的看法比学生的变化更大，这表明教师可能比学生有更多的细微差别的意见。此外，学生的看法，一些教学实践的影响，他们以前的经验，在实验室课程和他们的自我效能。由于学生的成果，如学习收益，最终是最重要的，未来的研究应该检查教师和学生的教学实践的看法预测学生的成果在不同的情况下的程度。
A survey was developed on inquiry-based learning and assessment in undergraduate laboratory courses and defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. In general, faculty and student perceptions were not related at the course and instructor levels. Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts.
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影响因子：
16.4
作者：
dApollonia, S;Abrami, PC
通讯作者：
Abrami, PC
DOI：
10.1187/cbe.14-12-0222
发表时间：
2015
期刊：
CBE life sciences education
影响因子：
--
作者：
Ebert-May D;Derting TL;Henkel TP;Middlemis Maher J;Momsen JL;Arnold B;Passmore HA
通讯作者：
Passmore HA
DOI：
10.1187/cbe.14-01-0004
发表时间：
2014
期刊：
CBE life sciences education
影响因子：
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作者：
Auchincloss LC;Laursen SL;Branchaw JL;Eagan K;Graham M;Hanauer DI;Lawrie G;McLinn CM;Pelaez N;Rowland S;Towns M;Trautmann NM;Varma-Nelson P;Weston TJ;Dolan EL
通讯作者：
Dolan EL
影响因子：
3.7
作者：
Kendall, K. Denise;Schussler, Elisabeth E.
通讯作者：
Schussler, Elisabeth E.
DOI：
10.1187/cbe.13-12-0245
发表时间：
2014
期刊：
CBE life sciences education
影响因子：
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作者：
Beck C;Butler A;da Silva KB
通讯作者：
da Silva KB