A New Wave of Scientific Teaching

科学教学的新浪潮

• 批准号: 0618821
• 负责人: Jo Handelsman
• 金额: $ 20万
• 依托单位: University of Wisconsin-Madison
• 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: 2006-09-01 至 2008-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0618821&HistoricalAwards=false
• 关键词: New; Wave; Scientific; Teaching

Biological Science (61) The goal of this project is to transform undergraduate biology education by training a legion of faculty and future faculty to teach science with the rigor and spirit of research. Activities in progress include: 1) evaluation of the effectiveness of two sets of interventions designed to improve faculty approaches to undergraduate biology education; and 2) development of improved evaluation tools. Expected outcomes include a set of results that rigorously test the hypothesis and a series of electronic surveys and other evaluation tools that will facilitate evaluation at other institutions nationally. The two sets of interventions include: 1) the Scientific Teaching Seminar at the University of Wisconsin aimed at future faculty (graduate students and post docs); and 2) the annual National Academies Summer Institute on Undergraduate Education in Biology (aimed at current faculty at a variety of institutions but with a focus on those heavily involved in research as well as teaching). The Scientific Teaching seminar is taught semi-annually during the academic year. It is a three-course series including a semester of intensive coursework about teaching science and instructional materials development. During the first semester, participants use their knowledge and skills to develop instructional materials that are commented upon by their peers. In the next semester, participants teach their materials in an undergraduate biology course (in collaboration with course instructors) in the spring, and then evaluate, revise, and disseminate the materials. The summer institute lasts one week with an academic year follow-up and accommodates approximately eighty faculty each year. Activities included mirror those in the Scientific Teaching Seminars on a concentrated scale.The evaluation plan is designed to measure impacts on the participants, their students, and their institutions. Specifically being measured are: 1) the extent to which participants (faculty and future faculty) apply what they have learned to their teaching, influence other faculty in their institutions, and influence future faculty; and 2) the impact on student learning, including demonstration of deeper learning and retention of biological concepts and critical thinking skills. Evaluation includes analysis of existing data (gathered since 2003) and collection of new data. Qualitative data from past participants include written teaching philosophies (pre and post), coursework and exams, exit interviews, and short-answer survey questions about gains in knowledge and skill. Quantitative data include electronic and paper surveys of self-reported gains in knowledge, skills, and attitudes about scientific teaching. In addition, analysis is being conducted of data about student learning from undergraduate courses in which the participants taught. Qualitative data include coursework, pre-tests, and exams. Quantitative data include weekly pre-quizzes and self-reported gains in knowledge, skills, and attitudes about biology. Results from all evaluation approaches are being used to guide changes in the design of the two interventions described and development of a set of nationally available surveys to measure impacts of faculty enhancement projects on participants, their students, and their institutions.

生物科学（61） 这个项目的目标是通过培训一批教师和未来的教师来改变本科生物学教育，以严谨和研究精神教授科学。正在开展的活动包括：1）评估两套干预措施的有效性，旨在改善教师的方法，本科生物学教育;和2）改进评估工具的开发。预期成果包括一套严格检验假设的结果，以及一系列电子调查和其他评价工具，这些工具将有助于在全国其他机构进行评价。这两套干预措施包括：1）科学教学研讨会在威斯康星州大学针对未来的教师（研究生和博士后）;和2）每年的国家科学院暑期学院本科生物学教育（针对目前的教师在各种机构，但重点是那些大量参与研究和教学）。科学教学研讨会在学年期间每半年授课一次。这是一个三门课程的系列，包括一个学期关于教学科学和教学材料开发的强化课程。在第一学期，参与者使用他们的知识和技能来开发由他们的同龄人评论的教学材料。在下一个学期，参与者在春季的本科生物学课程中教授他们的材料（与课程讲师合作），然后评估，修改和传播材料。 暑期学院持续一周，每年有一个学年的后续活动，每年可容纳大约80名教师。所包括的活动集中反映了科学教学研讨会的活动。评估计划旨在衡量对参与者、他们的学生和他们的机构的影响。具体衡量的是：1）参与者（教师和未来的教师）在多大程度上将他们学到的知识应用于教学，影响他们机构中的其他教师，并影响未来的教师; 2）对学生学习的影响，包括更深入的学习和生物概念和批判性思维技能的保留。评价工作包括分析现有数据（自2003年以来收集的数据）和收集新数据。 来自过去参与者的定性数据包括书面教学理念（前和后），课程和考试，离职面谈，以及关于知识和技能增益的简短回答调查问题。定量数据包括自我报告的知识，技能和科学教学的态度增益的电子和纸质调查。此外，正在分析学生从参与者教授的本科课程中学习的数据。定性数据包括课程作业，预测试和考试。定量数据包括每周的预测验和自我报告的知识，技能和对生物学的态度。所有评价方法的结果被用来指导所描述的两种干预措施的设计变化，并制定了一套全国可用的调查，以衡量教师增强项目对参与者，学生和机构的影响。