ランダムな学生配分による試験を用いた微積分の新しい管理基準の確立
Laird Kramer1,2, Edgar Fuller1,3,4, Charity Watson1,3,4
1STEM Transformation Institute, Florida International University, Miami, FL 33199, USA.
まとめ
学習成果を大きく改善します 学習成果を大きく改善します 学習成果を大きく改善します このアプローチはSTEM教育に新しい基準を設定し,科学,技術,工学,数学を専攻する学生の機会を高めています.
科学分野:
- 数学教育
- STEM教育について
背景:
- 微積分は科学,技術,工学,数学 (STEM) 分野の基礎です.
- 伝統的な講義による微積分の授業は 学生のSTEMの進歩を妨げます
- 微積分の障壁は STEMの職業や社会的な問題解決の役割を 制限する可能性があります
研究 の 目的:
- 伝統的な講義による微積分の教えと 学生の積極的な関与の効果を比較する
- 微積分の学習成果に対する教育方法の影響を評価する.
- STEMの学位取得を向上させるため,微積分の新しい基準を確立する.
主な方法:
- 生徒をランダムに割り当てた 大規模な実用的な試験です
- アクティブ・エンゲージメント (治療) と講義ベースの (コントロール) 指導の比較
- この研究には32の学部で811人の大学生とヒスパニック系教育機関で3学期間にわたって19人の講師が参加した.
主要な成果:
- 生徒の学習成果に対する影響は一貫して大きい.
- 伝統的な講義方法と比較して 学生の積極的な関わり方が優れていることが示されました
- 治療中の生徒の学習成果に 大きく良い影響を与えます
結論:
- 生徒の積極的な参加は 微積分の教育に より効果的なアプローチを示しています
- この方法によって 微積分の教え方やSTEM教育を 改善する新たな基準が確立されました
- 強化された微積分の指導は,STEMの学位を取得する学生の機会を増加させます.
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