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首页> 外文期刊>International Journal of STEM Education >Correlations between modes of student cognitive engagement and instructional practices in undergraduate STEM courses
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Correlations between modes of student cognitive engagement and instructional practices in undergraduate STEM courses

机译：本科干课程学生认知参与与教学实践模式的相关性

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Background Within STEM education, research on instructional practices has focused on ways to increase student engagement and thereby reap the associated benefits of increased learning, persistence, and academic success. These meaningful-learning goals have been tied most specifically to cognitive engagement, a construct that is often difficult for instructors to assess on their own. While it has been shown that certain instructional practices are tied to higher cognitive engagement in students, tools to measure instructional practices and student engagement have remained largely isolated in their development and use. Results This research uses previously developed instruments to simultaneously assess modes of cognitive engagement in students (Student Course Cognitive Engagement Instrument [SCCEI]) and instructional practices (Postsecondary Instructional Practices Survey [PIPS]) within a course. A sample of 19 STEM courses was recruited to participate in this study, with instructors and students each self-reporting data. Results from the instructor and students in each course were scored, and ANOVA and partial correlation analysis were conducted on the sample. ANOVA indicated the significance of and classroom structure on student engagement. From the correlation analysis, a significant relationship was found between four student-reported modes of cognitive engagement and instructor-reported teaching practices. Conclusions With an understanding of student engagement response to classroom structure, instructors may consider their teaching environment when implementing instructional practices. Moreover, Interactivity with Peers, the deepest mode of cognitive engagement suggested by previous research, was correlated with instructional practices in our study, suggesting that instructors may be able to shape their students’ learning by encouraging collaboration in the classroom. We also found that assessment played a role in students’ cognitive engagement; this indicates that instructors may wish to thoughtfully consider their methods of assessment to facilitate modes of cognitive engagement associated with deeper learning of course material. By understanding factor correlations, the PIPS and SCCEI can be used in tandem to understand impacts of instructional practices on student cognitive engagement within a course. We conclude that there is a need for ongoing research to study the interplay of instructional practices and student cognitive engagement as instruments are developed to measure such phenomena.
机译：背景技术在茎教育中，教学实践的研究专注于增加学生参与的方式，从而获得增加的学习，持久性和学术成功的相关益处。这些有意义的学习目标已被捆绑在一起，以认知参与，这是教师往往难以自行评估的构造。虽然已经表明，某些教学实践与学生的更高认知参与相关，但衡量教学实践和学生参与的工具在很大程度上在其开发和使用中仍然被隔绝。结果本研究采用先前开发的仪器同时评估学生的认知啮合模式（学生课程认知参与仪器[SCCEI]）和教学实践（在课程中调查[PIPS]）。招募了19个Step课程的样本，参加了这项研究，教师和学生每个自我报告数据。每个课程中的教师和学生的结果得分，并且在样品上进行ANOVA和部分相关分析。 ANOVA表明了对学生参与的重要性和课堂结构。从相关性分析来看，在四个学生报告的认知参与模式和教练报告的教学实践之间发现了重要的关系。结论凭借对课堂结构的学生参与响应的理解，教师可以在实施教学实践时考虑其教学环境。此外，与同行的相互作用，先前研究建议的最佳认知啮合模式与我们研究中的教学实践相关联，这表明教师可以通过鼓励课堂上的合作来塑造学生的学习。我们还发现评估在学生的认知参与中发挥了作用;这表明教师可能希望仔细考虑他们的评估方法，以便于与课程材料更深入的学习相关的认知啮合模式。通过了解因子相关性，PIPS和SCCEI可以在串联中使用，以了解教学实践对课程内学生认知参与的影响。我们得出结论，需要持续研究，研究教学实践和学生认知参与的相互作用，因为开发了仪器来衡量这种现象。

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