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Scientific Teaching: Defining a Taxonomy of Observable Practices

机译：科学教学：定义可观察实践的分类法

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Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. With the spread of ST, the need emerges to systematically define its components in order to establish a common description for education researchers and practitioners. We describe the development of a taxonomy detailing ST’s core elements and provide data from classroom observations and faculty surveys in support of its applicability within undergraduate science courses. The final taxonomy consists of 15 pedagogical goals and 37 supporting practices, specifying observable behaviors, artifacts, and features associated with ST. This taxonomy will support future educational efforts by providing a framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty members developing classes.
机译：在过去的几十年中，已经发表了许多报告，主张改变本科科学教育。这些全国性号召激发了国家学院夏季生物学本科教育学院（SI）的成立，这是一个旨在帮助教师学习和实施交互式教学方法的区域性研讨会。 SI课程促进了称为科学教学（ST）的教学框架，该框架旨在通过让学生参与科学发现过程并利用学生数据为不断发展的教学方法提供信息，从而将现代研究的活力带入课堂。随着ST的普及，出现了系统地定义其组成部分的需求，以便为教育研究人员和从业人员建立通用的描述。我们描述了分类法的发展，详述了ST的核心要素，并提供了来自课堂观察和教职调查的数据，以支持其在本科科学课程中的适用性。最终的分类法包括15个教学目标和37个支持实践，规定了与ST相关的可观察到的行为，工件和特征。该分类法将为研究人员研究基于ST的课程转换的过程和结果提供框架，并为教师开发课程的简明指南提供支持，从而支持未来的教育工作。

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