• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Applying Conjecture Mapping as a Design-Based Research Method to Examine the Design and Implementation of a Teaching Development Project for STEM Faculty
【24h】

Applying Conjecture Mapping as a Design-Based Research Method to Examine the Design and Implementation of a Teaching Development Project for STEM Faculty

机译：将猜想映射应用于基于设计的研究方法，以研究Stem Condulty教学开发项目的设计和实施

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Changing teaching strategies in engineering education to become more interactive is important, though difficult. Intentional design of faculty development to engage faculty to make small, incremental changes within the context of a supportive, like-minded community, is important. In this paper, we merged two different methods to examine the PIs design decisions, and evaluate the program's implementation and outcomes. For the first method, the grant evaluator applied conjecture mapping, a design-based research method, to examine the design and theoretical conjectures, the mediating processes, and outcomes of implementation of a faculty development project. The high level conjecture was that faculty who participate in a supportive teaching network will make initial small changes in their teaching, which will lead to increasingly larger changes over time. For the second method, the principal investigators (PIs) applied self-study, a qualitative research method, to examine and reflect on their design-based decisions, implementation, and outcomes. Results indicated that the structures and practices supported mediating processes. Mediating processes became proximal outcomes. Medial and distal outcomes for faculty change may likely be a multi-year trajectory. Conjecture mapping and self-study proved to be useful methods in evaluating a process grant focusing on faculty change.
机译：改变工程教育的教学策略变得更加互动，但虽然困难。故意设计教师从事教师在支持性，志同道合的社区的背景下进行小，增量变化，很重要。在本文中，我们合并了两种不同的方法来检查PIS设计决策，并评估计划的实施和结果。对于第一种方法，授予评估员应用猜想映射，一种基于设计的研究方法，研究了设计和理论猜想，调解过程和实施教师发展项目的结果。高级猜想是参加支持性教学网络的教师将对他们的教学进行初步变化，这将导致随着时间的推移越来越大。对于第二种方法，主要调查人员（PIS）应用自我研究，定性研究方法，检查和反思其基于设计的决策，实施和结果。结果表明，结构和实践支持调解过程。调解过程成为近端的结果。教师变革的内侧和远端结果可能是一个多年的轨迹。猜想映射和自学证明是评估重点关注教师变革的过程补助。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号