一个本科生物学教学课程课程课程教学学徒的教学学徒
Clara L Meaders1, Erilynn T Heinrichsen2, Lisa McDonnell1
1Department of Cell and Developmental Biology and Joint Doctoral Program in Mathematics and Science Education, University of California San Diego, La Jolla, California, USA.
Journal of microbiology & biology education
|May 9, 2025
概括
本研究为本科教育学徒提供了一个10小时的教学课程,包括教学助理和学习助理. 该课程通过各种主题增强教学技能和对学生学习的理解.
科学领域:
- 科学教育科学教育教育.
- 高等教育教学的教学.
背景情况:
- 本科教学学徒需要培训,以促进讨论和理解学生的学习.
- 正式的教学课程对于这种培训至关重要,但全面的课程很少.
- 现有的资源往往专注于学习助理,对于更广泛的本科教学角色的可用性较小.
研究的目的:
- 为首次本科生生物学学徒提供10小时的教学课程课程.
- 提供一个结构化的培训资源,可以采用或适应不同的教学培训需求.
- 支持基本教学技能的发展和对学生学习的更深入理解.
主要方法:
- 为本科教育学徒制定了一个10小时的教学课程课程.
- 包括课堂社区,学生学习,思维方式,教师即时性,质疑,积极学习,学术诚信,公平,多样性,包容性,学习科学,教学技术,元认知和学生反的模块.
- 利用现有的学习助理培训资源,并扩大了教学助理的主题.
主要成果:
- 该课程成功地支持了学生教学技能的增长.
- 有证据表明,学徒在促进讨论和理解学习的能力方面取得了积极的发展.
- 课程材料和课程被介绍,以便实施和调整.
结论:
- 提出的教学课程为培养本科教育学徒提供了一个有价值和适应性的资源.
- 该课程解决了对各种本科教学角色的综合培训材料的缺口.
- 这门课程的实施可以提高本科教育工作者的有效性,并改善学生的学习体验.
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