Collaborative Research: Mapping the Dimensions of the Undergraduate Chemistry Laboratory: Faculty Perspectives on Curriculum, Pedagogy, and Assessment

合作研究：绘制本科生化学实验室的维度：教师对课程、教学法和评估的看法

• 批准号: 0536127
• 负责人: Marcy Towns
• 金额: $ 4.29万
• 依托单位: Ball State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-05-01 至 2008-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0536127&HistoricalAwards=false
• 关键词: Collaborative; Research; Mapping; Dimensions; Undergraduate

Chemistry (12), Science and Technology Assessments (91)There is a rich literature regarding the content and pedagogy of laboratories, both in chemistry and in related disciplines such as physics. However their roles and nature have been changing, in part because innovative technologies open up new opportunities for teaching and learning in laboratories. This project seeks to characterize the diversity of faculty goals for the undergraduate chemistry laboratory, the array of strategies faculty implement in the name of those goals, and the assessments faculty use to measure the extent to which they meet those goals. Through interviews with faculty, factors such as type and size of institution, size of program, the use of teaching assistants, the chemistry discipline (organic versus physical chemistry), and the level of course (lower versus upper division) are being related to laboratory goals, strategies and assessments. Data analysis is structured to develop multiple taxonomies to enable faculty to characterize their own undergraduate laboratory environments. The dimensions of these taxonomies, which will include student cognition and dimensions of inquiry, permit identification of key intermediate or transition states that faculty can target to guide the evolution and development of their own undergraduate laboratory programs. A broader impact of this research will be to open a dialogue within the chemistry education community on the roles of undergraduate laboratories and how these roles can be assessed and improved.

化学(12)，科学和技术评估(91)关于化学和物理等相关学科的实验室的内容和教学方法的丰富文献。然而，它们的角色和性质一直在变化，部分原因是创新技术为实验室的教和学提供了新的机会。这个项目试图描述本科生化学实验室教师目标的多样性，教师以这些目标的名义实施的一系列策略，以及教师用来衡量他们达到这些目标的程度的评估。通过对教师的采访，诸如机构的类型和规模、项目的规模、助教的使用、化学学科(有机化学与物理化学)以及课程水平(下级与上级)等因素与实验室目标、战略和评估有关。数据分析的结构是为了开发多个分类法，以使教师能够描述他们自己的本科实验室环境。这些分类的维度将包括学生认知和探究维度，允许识别关键的中间或过渡状态，教师可以针对这些状态来指导他们自己的本科实验室项目的演变和发展。这项研究的更广泛的影响将是在化学教育界就本科生实验室的作用以及如何评估和改进这些作用展开对话。