一个包容性的研究教育社区 (iREC) 模式,以促进本科科学教育改革
Denise L Monti1, Julia C Gill2, Tamarah L Adair3
1Hicks Honors College, University of North Florida, Jacksonville, Florida 32224, USA.
Frontiers in education
|December 17, 2024
概括
包容性研究教育社区 (iRECs) 使STEM教师有能力推进本科科学教育. 教师在这些社区中合作,分享专业知识和数据,以反复改进教学实践并提高学生在科学上的坚持.
科学领域:
- 在STEM教育方面.
- 教学研究教学研究
- 高等教育 高等教育
背景情况:
- 许多举措旨在改善本科生STEM成果.
- 基于课程的研究是一种提高学生学习和坚持的教学方法.
- 包容性研究教育社区 (iREC) 提供了一个可扩展的改革模式.
研究的目的:
- 使用途径建模,对HHMI科学教育联盟 (SEA) iREC进行定性描述.
- 识别,组织和链接通过SEA iREC参与实现的教师成果.
- 为改变本科科学教育提供一个框架.
主要方法:
- 路径建模用于创建SEA iREC的定性描述.
- 确定了教师的结果,按时间排列,并与其功能相关联.
- 该途径模型通过来自100多名教师的反来改进.
主要成果:
- 在iREC的STEM教师组成一个实践社区.
- 教师利用同行专业知识,外部知识和数据来推进教学.
- 合作和认可可持续地让教师参与教学进步.
结论:
- 亚太iREC模型促进了新课程内容和教学方法的采用和推进.
- iREC为教师持续参与改善科学教育提供了一个框架.
- 本研究提出了SEA iREC的详细路径模型,用于更广泛的应用.
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