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首页> 美国卫生研究院文献>CBE Life Sciences Education >Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses
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Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses

机译：科学教学测量仪器（MIST）：测量本科科学课程中基于研究的教学实践频率的工具

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摘要

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices.
机译：科学教学（ST）教学框架为科学教师提供了多种教学方法，可以通过积极，包容性地让学生参与他们自己的学习，并根据学生的表现数据做出教学决策，从而更紧密地模拟科学实践的方式。要充分了解ST的影响，就需要有量化其实施的机制。尽管有许多有用的工具可以记录教学实践，但这些手段仅部分符合ST规定的实践范围，如最近发布的分类法所述。在这里，我们描述了科学教学测量仪器（MIST）的开发，验证和实施，该测量仪器是从ST分类法衍生而来的，旨在衡量本科科学课程中ST实践的频率。根据来自9个机构的87门课程的7767名学生的结果，MIST显示出可接受的有效性和可靠性。我们使用因素分析来确定ST实践的八个子类别，并使用这些类别来开发适用于与其他研究工具联合管理的该工具的简短版本。我们将进一步讨论教师，部门，研究人员和专业发展计划如何使用MIST来量化和跟踪ST做法的变化。

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