From innovation to implementation : Multi-institution pedagogical reform in undergraduate mathematics
From innovation to implementation : Multi-institution pedagogical reform in undergraduate mathematics
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从创新到实施：多机构本科数学教学改革
DOI：
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发表时间：
2013
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通讯作者：
S. Laursen
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文献类型：
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作者：
S. Laursen
使用以学生为中心的教学方法可以提高学生在本科科学、工程和数学方面的学习和坚持，但大多数先前的研究都是在小范围和充分理解的条件下调查这些改革。美国四所研究型大学对研究性学习（IBL）应用于本科数学的研究表明，这种改革在多课程、多机构的规模上是有效的，可以对学生的成绩产生真正的影响。在此，我们强调与研究和实践相关的三个关键点。首先，尽管IBL实施的性质和质量在研究的大约40门课程和100个课程部分存在差异，但与传统教学课程相比，发现了积极的学生成果。IBL方法的使用对女性、一年级学生和一开始成绩较差的学生有特别的好处。其次，适合此类研究的研究设计必然与单一课程的研究设计不同，需要可用于多种课程和受众的一般措施。最后，在特定课程改革上的大量投资并不能保证这些改革会持续下去，但早期职业教师的专业发展是一个强大的副产品，它将这种方法推广到新的课程和机构，从而有助于扩大教师对研究型改革的使用。
The use of student-centered teaching approaches improves student learning and persistence in undergraduate science, engineering and mathematics, but most prior studies have investigated these reforms on small scales and in wellunderstood conditions. A study of inquiry-based learning (IBL) as applied in undergraduate mathematics at four U.S. research universities demonstrates that such reforms are effective when applied on a multi-course, multi-institution scale that can make a real impact on student outcomes. Here we highlight three key points relevant to research and practice. First, despite variation in the nature and quality of IBL implementation across some 40 courses and 100 course sections studied, positive student outcomes are detected relative to traditionally taught courses. The use of IBL methods benefits women, first-year and initially lowerachieving students in particular ways. Second, the research design appropriate for such studies will necessarily differ from those possible in single courses, requiring general measures that can be used with multiple courses and audiences. Finally, sizable investment in course-specific reforms does not assure that they will remain in place, but professional development of early-career instructors is a powerful byproduct that spreads the method to new courses and institutions and thus helps to broaden faculty use of research-based reforms.