研究生の教学経験は,彼らの方法論的研究スキルを向上させる
David F Feldon1, James Peugh, Briana E Timmerman
1Department of Curriculum, Instruction, and Special Education and Center for the Advanced Study of Teaching and Learning-Higher Education, University of Virginia, Charlottesville, VA 22904-4261, USA. dff2j@virginia.edu
Science (New York, N.Y.)
|August 20, 2011
まとめ
科学,技術,工学,数学 (STEM) の大学院生は,研究を教え,研究を行うことで,研究のみを行う学生よりも,仮説生成と実験設計のスキルを向上させます. 教えることで,科学的な探究能力が向上する.
科学分野:
- 科学,技術,工学,数学 (STEM) 教育に関する研究.
- 卒業生のプロフェッショナル・デベロッパメント.
- 科学的な訓練における教育学.
背景:
- STEMの大学院生は,教育よりも研究を優先することが多い.
- 教学は,重要な研究スキルを育成する機会を提供します.
- 探究に基づく教育は,方法論的能力を磨くことができます.
研究 の 目的:
- 双重研究と教学の役割を持つSTEM大学院生の研究スキルの発達を,研究のみの役割を持つ学生と比較する.
- 科学的方法論のスキルの習得に対する教職の影響を評価する.
主な方法:
- キャリア初期STEM大学院生の2つのグループからの研究提案を評価するために,パフォーマンスラブリックを使用しました.
- 学年の初めと終わりの方法論的スキルの質を比較する.
- グループ間の既存の差異を制御するために統計的方法を用いた.
主要な成果:
- 教学と研究の両方に従事している学生は,テスト可能な仮説を生成する上で著しく大きな改善を示しました.
- 双重役割グループは,研究のみのグループと比較して,有効な実験の設計において,著しく大きな改善を示しました.
- 改善は,初期スキルのレベルをコントロールした後,統計的に有意であった.
結論:
- 教師の責任は,STEMの大学院生のためのコアリサーチスキルの開発を大幅に向上させることができます.
- 教授を大学院教育に統合することは,強力な科学的調査能力を培うための貴重な戦略かもしれません.
- この発見は,大学院生育成のための研究最大化のみに対する伝統的な重点を異視しています.
関連する概念動画
01:22Case Studies
There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
02:16Surveys
Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
02:40The Scientific Method
Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.
01:09Comparing Experimental Results: Student's t-Test
The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...
01:13Psychology as a Science
Psychology, as a scientific discipline, aims to understand the mind and behavior through rigorous and systematic methods. The foundation of psychological research is evidence-based, relying heavily on the scientific method to derive and validate knowledge. This structured approach ensures that findings are reliable, valid, and applicable to broader contexts.
The scientific method in psychology involves six critical steps: making observations, formulating hypotheses, conducting tests, analyzing...
The scientific method in psychology involves six critical steps: making observations, formulating hypotheses, conducting tests, analyzing...