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Scientific teaching: defining a taxonomy of observable practices
Brian A Couch1, Tanya L Brown2, Tyler J Schelpat2
1*Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309 bcouch2@unl.edu.
CBE Life Sciences Education
|February 26, 2015
Summary
This study introduces a taxonomy to define Scientific Teaching (ST), a framework for interactive undergraduate science education. The taxonomy details 15 goals and 37 practices, aiding educators and researchers in implementing and studying effective teaching methods.
Area of Science:
- Science Education
- Biology Education
Background:
- Numerous reports advocate for changes in undergraduate science education.
- The National Academies Summer Institutes on Undergraduate Education in Biology (SI) developed workshops promoting Scientific Teaching (ST).
Purpose of the Study:
- To systematically define the core components of Scientific Teaching (ST).
- To establish a common description of ST for education researchers and practitioners.
- To develop a taxonomy detailing ST's elements.
Main Methods:
- Development of a taxonomy for Scientific Teaching (ST).
- Data collection through classroom observations and faculty surveys.
- Analysis of observable behaviors, artifacts, and features associated with ST.
Main Results:
- A taxonomy detailing ST's core elements was developed.
- The taxonomy comprises 15 pedagogical goals and 37 supporting practices.
- Data supported the taxonomy's applicability in undergraduate science courses.
Conclusions:
- The developed taxonomy provides a framework for ST research and implementation.
- It offers a concise guide for faculty developing ST-based courses.
- This taxonomy supports ongoing efforts to improve undergraduate science education.
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