CAREER: Investigating knowledge for effective active-learning instruction in large undergraduate biology courses and how this knowledge develops
职业:研究大型本科生物学课程中有效主动学习教学的知识以及这些知识是如何发展的
基本信息
- 批准号:1845886
- 负责人:
- 金额:$ 106.32万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Continuing Grant
- 财政年份:2019
- 资助国家:美国
- 起止时间:2019-04-01 至 2025-03-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
Active-learning instruction refers to teaching methods that engage students during a significant amount of class time in work designed to help them learn. When compared with traditional lecturing, studies have shown that active-learning instruction can enhance students' science learning. Active learning is also associated with increased retention of underrepresented minorities in science courses. However, studies also show that the learning gains achieved in active-learning classrooms vary substantially across different instructors. This variation may result because instructors who teach college science courses are highly-trained scientists but may not have formal training in teaching. How effectively instructors teach is likely to be influenced by both their knowledge of the course material and their knowledge about teaching and learning. Thus, we need to better understand what knowledge about teaching and learning is important for facilitating effective active-learning instruction in undergraduate science courses. This need is especially important in challenging situations, such as biology classes with large numbers of students. In addition, understanding the knowledge about teaching and learning that instructors need to be highly effective would enhance our ability to help instructors to fully realize the potential of active learning for their students.To advance understanding of instructor knowledge that is essential for planning and facilitating active learning, this project will elucidate instructor knowledge that is positively associated with students' conceptual learning gains in large undergraduate biology courses. The studies will include 100 instructors who use active learning in undergraduate biology courses that have 50 or more students. The investigators will elicit instructor knowledge using pre- and post-instruction interviews, including a stimulated recall approach. They will analyze instructor knowledge exhibited in interviews using qualitative content analysis grounded in theoretical frameworks of instructor knowledge and student conceptual change, as well as prior empirical work. Investigators will use hierarchical linear modeling to examine the associations between instructor knowledge and student conceptual learning gains, as well as the extent to which this relationship is mediated by instructional practices. A second set of investigations will develop longitudinal case studies to characterize how novice active-learning instructors develop knowledge for teaching. These investigations will examine instructor knowledge and practices, the relationship between them, and the factors that influence knowledge development. By examining instructor knowledge, instructional practices, and student learning among active-learning instructors, this research is expected to identify: instructor knowledge that is associated with effective active-learning instruction; novice instructors' knowledge that professional development can build upon; and the challenges novices encounter as they develop more expertise in active-learning instruction. The project's education plans will apply what is learned through the research to design evidence-based tools that will support current and future biology instructors in using active learning in their classrooms. The project team will implement and assess the effectiveness of a Video Club professional development program for biology graduate students at the University of Georgia. In addition, they will create resources that will be added to the curated, online video collection called the Repository for Envisioning Active-Learning Instruction in Science Education to support instructors in developing the knowledge needed to effectively use active learning.The Faculty Early Career Development (CAREER) Program is a National Science Foundation (NSF)-wide activity that supports early-career faculty who have the potential to serve as academic role models in research and education. This CAREER project is supported by NSF's Education & Human Resources Directorate Core Research Program and its Improving Undergraduate STEM Education Program.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
主动学习教学是指让学生在相当长的课堂时间内从事旨在帮助他们学习的工作的教学方法。研究表明,与传统教学相比,主动学习教学能够提高学生的科学学习能力。积极学习还与在科学课程中留住人数不足的少数群体有关。然而,研究也表明,在主动学习课堂上获得的学习收益在不同的教师之间存在很大差异。这种差异可能是因为教授大学科学课程的教师都是训练有素的科学家,但可能没有接受过正规的教学培训。教师的教学效率可能会受到他们对课程材料的了解以及他们对教与学的知识的影响。因此,我们需要更好地理解哪些关于教与学的知识对于促进本科理科课程中有效的主动学习教学是重要的。这一需求在具有挑战性的情况下尤其重要,例如有大量学生的生物课。此外,了解教师需要高度有效的教与学知识将提高我们的能力,帮助教师充分发挥学生主动学习的潜力。为了促进对教师知识的理解,教师知识对于计划和促进主动学习至关重要,本项目将阐明教师知识与学生在大型本科生物学课程中的概念学习收益呈正相关。这项研究将包括100名教师,他们在有50名或更多学生的本科生物学课程中使用主动学习。调查人员将通过教学前和教学后的访谈,包括刺激回忆方法,来获取教师的知识。他们将使用基于教师知识和学生概念变化的理论框架的定性内容分析以及先前的经验工作来分析访谈中展示的教师知识。调查人员将使用分层线性模型来检验教师知识和学生概念性学习收益之间的联系,以及这种关系在多大程度上受到教学实践的调节。第二组调查将开发纵向案例研究,以描述新手主动学习教师如何为教学发展知识。这些调查将考察教师的知识和实践,它们之间的关系,以及影响知识发展的因素。通过对主动学习教师的教师知识、教学实践和学生学习的考察,本研究期望确定:与有效的主动学习教学相关的教师知识;可以在专业发展的基础上发展的新手教师的知识;以及新手在发展更多的主动学习教学专业知识时遇到的挑战。该项目的教育计划将应用从研究中学到的东西来设计以证据为基础的工具,支持现在和未来的生物教师在课堂上使用主动学习。该项目团队将实施并评估佐治亚大学生物学研究生视频俱乐部专业发展计划的有效性。此外,他们还将创建资源,这些资源将被添加到经过策划的在线视频集合中,称为科学教育中的主动学习教学展望储存库,以支持教师开发有效使用主动学习所需的知识。教师早期职业发展(Career)计划是国家科学基金会(NSF)范围内的一项活动,旨在支持有潜力在研究和教育中充当学术榜样的早期职业教师。该职业项目得到了美国国家科学基金会教育与人力资源局核心研究计划及其改进的本科生STEM教育计划的支持。该奖项反映了美国国家科学基金会的法定使命,并通过使用基金会的智力优势和更广泛的影响审查标准进行评估,被认为值得支持。
项目成果
期刊论文数量(2)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Pandemic-Inspired Insights: What College Instructors Learned From Teaching When COVID-19 Began
流行病启发的见解:当 COVID-19 开始时,大学教师从教学中学到了什么
- DOI:10.1080/0047231x.2021.12290540
- 发表时间:2021
- 期刊:
- 影响因子:0
- 作者:Tessa Andrews;Kathryn Green
- 通讯作者:Kathryn Green
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Tessa Andrews其他文献
Change theory in STEM higher education: a systematic review
- DOI:
10.1186/s40594-021-00291-2 - 发表时间:
2021-06-08 - 期刊:
- 影响因子:8.000
- 作者:
Daniel L. Reinholz;Isabel White;Tessa Andrews - 通讯作者:
Tessa Andrews
Tessa Andrews的其他文献
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{{ truncateString('Tessa Andrews', 18)}}的其他基金
Collaborative Research: Working meetings to break down theoretical and disciplinary silos in research on change in undergraduate STEM education
协作研究:通过工作会议打破本科 STEM 教育变革研究中的理论和学科孤岛
- 批准号:
1830860 - 财政年份:2018
- 资助金额:
$ 106.32万 - 项目类别:
Standard Grant
Promoting active learning in large undergraduate STEM courses: Identifying critical knowledge used by effective instructors
促进大型本科 STEM 课程的主动学习:识别有效讲师使用的关键知识
- 批准号:
1504904 - 财政年份:2015
- 资助金额:
$ 106.32万 - 项目类别:
Standard Grant
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