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: 0536776
• 负责人: Stacey Lowery Bretz
• 金额: $ 8.71万
• 依托单位: Miami 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 2010-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0536776&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）有关于实验室的内容和教学法，无论是在化学和相关学科，如物理丰富的文献。 然而，它们的作用和性质一直在发生变化，部分原因是创新技术为实验室的教学和学习开辟了新的机会。 该项目旨在描述本科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。 通过与教师的访谈，如机构的类型和规模，计划的规模，教学助理的使用，化学学科（有机与物理化学），以及课程水平（较低与较高的司）的因素正在与实验室的目标，战略和评估。 数据分析的结构，以开发多种分类，使教师能够表征自己的本科实验室环境。 这些分类法的维度，其中将包括学生的认知和调查的维度，允许识别关键的中间或过渡状态，教师可以有针对性地指导自己的本科实验室课程的演变和发展。 这项研究的更广泛的影响将是在化学教育界就本科实验室的作用以及如何评估和改善这些作用展开对话。