Culture, Cognition, and Evaluation of STEM Higher Education Reform: A Mixed-Methods Longitudinal Study

STEM 高等教育改革的文化、认知和评价：混合方法纵向研究

• 批准号: 0814724
• 负责人: Susan Millar
• 金额: --
• 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: 2008
• 资助国家: 美国
• 起止时间: 2008-10-01 至 2012-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0814724&HistoricalAwards=false
• 关键词: Culture; Cognition; Evaluation; STEM; Higher

This study is intended to develop better understanding of why changes in reform-based practices in higher education are slow to develop. The project aims to increase understanding of the relationship between mental models of faculty about effective pedagogy in STEM fields and the extent of consensus about such pedagogy. The research will also examine individual and institutional factors that may influence mental models and consensus and the individual and group level factors that are related to teaching practices and changes in cognitive structure and consensus over time. The study will use cognitive frameworks to explain institutional inertia and will develop methodological approaches to examine several different units of analysis using both cognitive and cultural frameworks. The investigators will create an evaluation design that will be tested in higher education institutions. It will describe the mental models held by individual faculty about effective pedagogy, describe the groups that have consensus on these structures, and describe how individuals and institutions vary in teaching approaches. The study will measure changes in faculty views of pedagogical practices over time by following faculty over time. Data will be gathered from faculty in math, life science and physical sciences over a three year period. The primary source of data will be a survey instrument given in the first and third year. There will also be in-dept interviews with subsets of faculty.

这项研究的目的是更好地了解为什么在高等教育改革的做法的变化是缓慢的发展。 该项目旨在增加对教师关于STEM领域有效教学法的心理模型之间关系的理解，以及对这种教学法的共识程度。该研究还将审查可能影响心理模型和共识的个人和机构因素，以及与教学实践以及认知结构和共识随着时间的推移而变化相关的个人和群体层面的因素。这项研究将使用认知框架来解释制度惯性，并将制定方法论方法，使用认知和文化框架来检查几个不同的分析单位。 研究人员将创建一个评估设计，将在高等教育机构进行测试。 它将描述个别教师对有效教学法持有的心理模型，描述对这些结构有共识的群体，并描述个人和机构如何在教学方法上有所不同。 这项研究将衡量教师的教学实践随着时间的推移，随着时间的推移教师的看法的变化。 数据将在三年内从数学、生命科学和物理科学教师那里收集。数据的主要来源将是第一年和第三年提供的调查工具。也将有与教师子集的部门面试。

项目成果

Exploring the role of instructional technology in course planning and classroom teaching: implications for pedagogical reform

探索教学技术在课程规划和课堂教学中的作用：对教学改革的影响

• DOI: 10.1007/s12528-013-9068-4
• 发表时间: 2013
• 期刊: Journal of Computing in Higher Education
• 影响因子: 5.6
• 作者: Hora, Matthew T.;Holden, Jeremiah
• 通讯作者: Holden, Jeremiah

Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices

• DOI: 10.1007/s10734-013-9678-9
• 发表时间: 2014-07-01
• 期刊: HIGHER EDUCATION
• 影响因子: 5
• 作者: Oleson, Amanda;Hora, Matthew T.
• 通讯作者: Hora, Matthew T.

Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching

• DOI: 10.1080/10508406.2012.729767
• 发表时间: 2013-04-01
• 期刊: JOURNAL OF THE LEARNING SCIENCES
• 影响因子: 3.8
• 作者: Hora, Matthew Tadashi;Ferrare, Joseph J.
• 通讯作者: Ferrare, Joseph J.