Characteristics of well-propagated undergraduate STEM teaching innovations
Characteristics of well-propagated undergraduate STEM teaching innovations
复制标题
广为传播的本科生STEM教学创新特点
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Courtney Stanford
中科院分区：
文献类型：
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作者：
Raina Khatri;C. Henderson;R. Cole;J. Froyd;Debra Friedrichsen;Courtney Stanford
在过去的几十年里，科学、技术、工程和数学（STEM）教育界开发了许多创新的教学策略和学习材料。虽然这些创新对改善本科STEM教育有很大的希望，但它们通常没有被其他STEM教师使用。这项研究是对在大学水平的STEM学科中广泛使用的相对较少的教学创新的调查。这些学科包括生物学、化学、计算机科学、工程学、地球科学、数学和物理学。成功传播的创新由各学科的专家确定，并通过成员检查和相关文献的搜索进行验证。对每个创新都进行了简短的描述，并在适用的情况下发送给原始开发人员以获取反馈，并收集了公开可用的资金数据。在本文中，我们关注“品牌化”创新——具有核心领导和核心实践的创新。其中许多源于物理学，而且大多数关注的是教学方法的变化，而不是内容。此外，大多数已经获得了至少10年的资助。这些共性对当前资助模型的结构和在内容中实现变更的容易程度都有影响。
The science, technology, engineering, and mathematics (STEM) education communities have developed many innovative teaching strategies and learning materials in the past few decades. While these innovations have significant promise for improving undergraduate STEM education they commonly go unused by other STEM instructors. This study is an inquiry into the relatively small number of teaching innovations that have become widely used in college-level STEM disciplines. The disciplines include biology, chemistry, computer science, engineering, geoscience, mathematics, and physics. The successfully propagated innovations were identified via experts in each discipline and were validated through member checking and searches of relevant literature. Short descriptions of each innovation were developed and, when applicable, sent to the original developer for feedback, and publically-available funding data was collected. In this paper we focus on the “branded” innovations—innovations with a central leadership and core set of practices. Many of these originated in physics, and the majority focus on changes in pedagogy, not content. In addition, most have received funding for at least ten years. These commonalities have implications for the structure of current funding models and the ease of implementing changes in content.