研究生的教学经验提高他们的方法学研究技能
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
概括
教授和进行研究的科学,技术,工程和数学 (STEM) 研究生比那些只做研究的人更能提高假设生成和实验设计技能. 教学增强了基本的科学调查能力.
科学领域:
- 科学,技术,工程和数学 (STEM) 教育研究.
- 研究生专业发展.
- 科学培训中的教育学.
背景情况:
- 在STEM研究生中,研究往往优先于教学.
- 教学提供了发展关键研究技能的机会.
- 基于调查的教学可以完善方法论能力.
研究的目的:
- 为了比较STEM研究生与双重研究和教学角色的研究技能的发展与那些只有研究角色.
- 评估教学职责对科学方法技能的学习的影响.
主要方法:
- 利用一个绩效标签来评估两组早期职业生涯的STEM研究生研究建议.
- 在学年开始和结束时对方法技能的质量进行比较.
- 采用统计方法来控制组之间的先前存在的差异.
主要成果:
- 参与教学和研究的学生在生成可测试的假设方面取得了显著的改进.
- 双重角色小组在设计有效实验方面表现得明显更好,与仅研究小组相比.
- 在控制初始技能水平后,改进在统计学上是显著的.
结论:
- 教学职责可以大大提高STEM研究生核心研究技能的发展.
- 将教学融入研究生培训中可能是一个有价值的策略,可以培养强大的科学调查能力.
- 这些发现挑战了传统的强调研究最大化单独研究生发展研究生发展.
相关概念视频
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