Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States
Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States
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DOI：
10.1073/pnas.1218821110
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发表时间：
2013-04-30
影响因子：
11.1
通讯作者：
Williams, Kathy S.
中科院分区：
文献类型：
--
作者：
Bush, Seth D.;Pelaez, Nancy J.;Williams, Kathy S.
高校科学系在提高科学教育水平方面发挥着越来越积极的作用。或许正因如此，在科学院系中出现了一种新型的专门的科学教师职位——这里被称为具有教育专业的科学教师（SFES）——在这里，科学家个人将他们的专业努力集中在加强本科科学教育，改善幼儿园到12年级的科学教育，以及开展基于学科的教育研究上。关于SFES存在许多断言、假设和问题，但没有发表全国性的研究。在这里，我们提出了一项对美国sfts的大规模研究的结果，sfts广泛存在并且数量不断增加。与许多假设相反，sfe确实在全国范围内被发现，跨越科学学科，最值得注意的是，主要是在本科、硕士和博士学位授予机构中。数据还揭示了不同机构类型的SFES之间意想不到的差异。在受访者中，理科硕士院校的财经财经工作者接受正规科学教育培训的可能性几乎是其他财经财经工作者的两倍。此外，在授予博士学位的机构工作的财经工作者更有可能获得科学教育资助。令人惊讶的是，正规的科学教育培训在获得科学教育资金方面没有提供任何优势。我们的研究结果表明，sses现象可能比预期的更复杂和多样化，不同机构类型的差异比不同学科的差异更明显。这些发现提出了关于科学技术人员之间差异的根源的问题，并且对有意聘用科学技术人员的科学部门、为科学技术人员职业生涯做准备的科学学员以及授予科学教育基金的机构都很有用。
College and university science departments are increasingly taking an active role in improving science education. Perhaps as a result, a new type of specialized science faculty position within science departments is emerging-referred to here as science faculty with education specialties (SFES)-where individual scientists focus their professional efforts on strengthening undergraduate science education, improving kindergarten-through-12th grade science education, and conducting discipline-based education research. Numerous assertions, assumptions, and questions about SFES exist, yet no national studies have been published. Here, we present findings from a large-scale study of US SFES, who are widespread and increasing in numbers. Contrary to many assumptions, SFES were indeed found across the nation, across science disciplines, and, most notably, across primarily undergraduate, master of science-granting, and PhD-granting institutions. Data also reveal unexpected variations among SFES by institution type. Among respondents, SFES at master of science-granting institutions were almost twice as likely to have formal training in science education compared with other SFES. In addition, SFES at PhD-granting institutions were much more likely to have obtained science education funding. Surprisingly, formal training in science education provided no advantage in obtaining science education funding. Our findings show that the SFES phenomenon is likely more complex and diverse than anticipated, with differences being more evident across institution types than across science disciplines. These findings raise questions about the origins of differences among SFES and are useful to science departments interested in hiring SFES, scientific trainees preparing for SFES careers, and agencies awarding science education funding.