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首页> 外文期刊>International Journal of STEM Education >Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking
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Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking

机译：大型本科生物学课程中用于主动学习教学的教学知识：教师思维的大规模定性研究

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Background Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical knowledge. Pedagogical knowledge is the knowledge about teaching and learning that is not topic-specific, such as knowledge of learning theory, classroom management, and student motivation. We investigated the pedagogical knowledge that 77 instructors who report implementing active-learning instruction used as they analyzed video clips of lessons in large active-learning biology courses. We used qualitative content analysis, and drew on cognitive and sociocultural perspectives of learning, to identify and characterize the pedagogical knowledge instructors employed. We used the collective thinking of these instructors to generate a framework of pedagogical knowledge for active-learning instruction in large undergraduate biology courses. Results We identified seven distinct components of pedagogical knowledge, as well as connections among these components. At the core of their thinking, participants evaluated whether instruction provided opportunities for students to generate ideas beyond what was presented to them and to engage in scientific practices. They also commonly considered student motivation to engage in this work and how instruction maximized equity among students. Participants noticed whether instructors monitored and responded to student thinking in real-time, how instruction prompted metacognition, and how links were built between learning tasks. Participants also thought carefully about managing the logistics of active-learning lessons. Conclusions Instructors who report using active-learning instruction displayed knowledge of principles of how people learn, practical knowledge of teaching strategies and behaviors, and knowledge related to classroom management. Their deep knowledge of pedagogy suggests that active-learning instruction requires much more than content knowledge built through training in the discipline, yet many college STEM instructors have little or no training in teaching. Further research should test this framework of pedagogical knowledge in different instruction contexts, including different STEM disciplines. Additional research is needed to understand what teacher knowledge is critical to effective active-learning instruction and how the development of this knowledge is best facilitated. Achieving widespread improvement in undergraduate STEM education will likely require transforming our approach to preparing and supporting undergraduate instructors.
机译：背景知识尽管主动学习指导有可能对STEM毕业生的准备和多样性产生积极影响，但并不是所有的指导者都能发挥这种潜力。一个重要因素是教师所拥有的教师知识，包括他们的教学知识。教育学知识是关于教学的知识，它不是特定于主题的，例如学习理论知识，课堂管理和学生动机。我们调查了77名报告实施主动学习指导的讲师的教学知识，他们在分析大型主动学习生物学课程的课程视频片段时使用了这些知识。我们使用了定性内容分析，并借鉴了学习的认知和社会文化观点，以识别和表征所使用的教学知识导师。我们利用这些教师的集体思维为大型本科生生物学课程的主动学习指导生成了教学知识框架。结果我们确定了教学知识的七个不同组成部分，以及这些组成部分之间的联系。在思考的核心问题上，参与者评估了指导是否为学生提供了机会，使他们有机会提出超出自己的想法的想法并从事科学实践。他们还普遍考虑了学生从事这项工作的动机，以及指导如何使学生之间的平等最大化。参与者注意到教师是否实时监控和响应学生的思维，指导如何促进元认知以及如何在学习任务之间建立联系。参与者还仔细考虑了如何管理主动学习课程的后勤工作。结论使用主动学习指导进行报告的讲师展示了人们学习原理的知识，教学策略和行为的实践知识以及与课堂管理有关的知识。他们对教学法的深入了解表明，主动学习指导所需要的知识远远超过通过该学科的培训所建立的内容知识，然而许多大学STEM指导员却很少或根本没有培训。进一步的研究应在不同的教学环境（包括不同的STEM学科）中测试这种教学知识框架。需要进一步的研究，以了解哪些教师知识对于有效的主动学习教学至关重要，以及如何最好地促进这种知识的发展。要实现本科生STEM教育的广泛改善，可能需要改变我们准备和支持本科生导师的方法。

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