Anatomy of STEM teaching in North American universities

Autor:	Marc Levis-Fitzgerald, Paul J. Wendel, B. Van Valkenburgh, Stanley M. Lo, Michael S. Palmer, Erin R. Sanders, Timothy A. McKay, Jordan Harshman, Patricia M. Schulte, Erin Vinson, Natalie G. Schimpf, MacKenzie R. Stetzer, Jennifer K. Knight, Tamara M. Rodela, Laura K. Weir, Kathryn M. Plank, Joan M. Esson, Sue Ellen DeChenne-Peters, C. J. Lee, Renee Cole, Lindsay B. Wheeler, M. K. Eagan, F. A. Laski, Anna M. Young, Michelle K. Smith, Amanda Musgrove, Marilyne Stains, Megan K. Barker, Stephanie V. Chasteen, Nicole Michelotti, Lisa McDonnell
Rok vydání:	2018
Předmět:	0301 basic medicine Medical education Multidisciplinary Data collection General Science & Technology Cognitive engagement Extramural 05 social sciences 050301 education Regenerative Medicine Stem Cell Research Science education Quality Education 03 medical and health sciences 030104 developmental biology Clinical Research ComputingMilieux_COMPUTERSANDEDUCATION 0503 education Curriculum
Zdroj:	Science (New York, N.Y.), vol 359, iss 6383
ISSN:	1095-9203 0036-8075
Popis:	A large body of evidence demonstrates that strategies that promote student interactions and cognitively engage students with content ( 1 ) lead to gains in learning and attitudinal outcomes for students in science, technology, engineering, and mathematics (STEM) courses ( 1 , 2 ). Many educational and governmental bodies have called for and supported adoption of these student-centered strategies throughout the undergraduate STEM curriculum. But to the extent that we have pictures of the STEM undergraduate instructional landscape, it has mostly been provided through self-report surveys of faculty members, within a particular STEM discipline [e.g., ( 3 – 6 )]. Such surveys are prone to reliability threats and can underestimate the complexity of classroom environments, and few are implemented nationally to provide valid and reliable data ( 7 ). Reflecting the limited state of these data, a report from the U.S. National Academies of Sciences, Engineering, and Medicine called for improved data collection to understand the use of evidence-based instructional practices ( 8 ). We report here a major step toward a characterization of STEM teaching practices in North American universities based on classroom observations from over 2000 classes taught by more than 500 STEM faculty members across 25 institutions.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::23e104cbfda03506d778b75960581529 https://doi.org/10.1126/science.aap8892 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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