It's Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions
It's Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions
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DOI：
10.1187/cbe.14-05-0084
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发表时间：
2015-03-01
影响因子：
3.7
通讯作者：
Lemons, Paula P.
中科院分区：
文献类型：
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作者：
Andrews, Tessa C.;Lemons, Paula P.
尽管许多人呼吁本科生物学教师将主动学习纳入讲座课程，但很少有研究关注教师如何做出这种改变。我们试图调查的过程中采用和维持主动学习教学。作为我们研究的框架，我们使用了创新决策模型，这是一个关于个人如何采用创新的通用模型。我们访谈了17位尝试实施案例教学的生物教师，并对访谈资料进行了定性的文本分析。从我们的分析中出现的总体主题是，教师优先考虑个人经验，而不是经验证据，在有关案例研究教学的决定。我们确定了促进案例研究教学的个人经验，如对学生成绩的轶事观察，以及阻碍案例研究教学的个人经验，如教学技能不足。通过分析经验丰富的和新的案例研究讲师之间的差异，我们发现，新的案例研究讲师需要支持，以处理不支持的同事，并制定一个积极学习的课堂所需的技能。我们产生的假设是基于我们的数据有效地支持教师采用和维持主动学习策略。我们还综合了我们的研究结果与现有的文献，以定制的创新决策模型。
Despite many calls for undergraduate biology instructors to incorporate active learning into lecture courses, few studies have focused on what it takes for instructors to make this change. We sought to investigate the process of adopting and sustaining active-learning instruction. As a framework for our research, we used the innovation-decision model, a generalized model of how individuals adopt innovations. We interviewed 17 biology instructors who were attempting to implement case study teaching and conducted qualitative text analysis on interview data. The overarching theme that emerged from our analysis was that instructors prioritized personal experience-rather than empirical evidence-in decisions regarding case study teaching. We identified personal experiences that promote case study teaching, such as anecdotal observations of student outcomes, and those that hinder case study teaching, such as insufficient teaching skills. By analyzing the differences between experienced and new case study instructors, we discovered that new case study instructors need support to deal with unsupportive colleagues and to develop the skill set needed for an active-learning classroom. We generated hypotheses that are grounded in our data about effectively supporting instructors in adopting and sustaining active-learning strategies. We also synthesized our findings with existing literature to tailor the innovation-decision model.