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首页> 外文期刊>International Journal of STEM Education >Transforming education with community-developed teaching materials: evidence from direct observations of STEM college classrooms
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Transforming education with community-developed teaching materials: evidence from direct observations of STEM college classrooms

机译：与社区开发的教材改造教育：来自斯托斯学院教室的直接观察的证据

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Background The Classroom Observation Project employs direct observations of geoscience teaching across the USA using the Reformed Teaching Observation Protocol (RTOP) to quantify the use of reformed teaching practices. We report on 345 RTOP observations used to evaluate the extent of teaching reform when curricular materials developed as part of the InTeGrate Project (ITG) were used. The InTeGrate Project has published 40 modules of curricular materials that teach geoscience in the context of societal issues and support instructors through guided use of student-centered instructional practices. All ITG materials were developed by teams of instructors, follow a consistent structure, and were evaluated against a project rubric. Results RTOP scores for classes observed when ITG materials were used (ITG; n = 50, M = 54.0) are significantly higher than RTOP scores for classes observed when ITG materials were not used (non-ITG; n = 295; M = 39.8; p < .0001). ITG observations all have RTOP scores in the student-centered (≥?50) or transitional (31–49) instructional categories, and none in the teacher-centered instructional category (≤?30), demonstrating that ITG materials support more student-centered teaching in class sessions where they are used. In 33 paired observations of the same instructor teaching with and without ITG materials, mean RTOP scores when teaching with ITG are greater than mean RTOP scores when teaching without ITG ( M = 54 and M = 47.1, respectively). Conclusions RTOP observations reveal that more student-centered instructional practices occur in class sessions in which ITG materials are used. There is a small range of RTOP scores when individual ITG activities are used by multiple instructors, suggesting that using ITG materials results in a consistent quality of instruction. The complete absence of teacher-centered instruction when using ITG materials means the materials are a useful resource for practicing reformed teaching methods. The model of the ITG Project in the creation and broad dissemination of ready-made curricula for use in large numbers of classrooms can be replicated to transform teaching and learning in other disciplinary communities.
机译：背景技术课堂观测项目使用“改革的教学观察协议”（RTOP）在美国对美国科学教学的直接观察，以量化改革教学实践的使用。我们报告345 rtop观察，用于评估当使用作为集成项目（ITG）一部分开发的课外材料时的教学改革程度。整合项目已发布40个课程材料模块，通过引导使用以学生为中心的教学实践，在社会问题的背景下教授地球科学。所有ITG材料由教师团队开发，遵循一致的结构，并针对项目量规进行评估。结果使用ITG材料（ITG; N = 50，M = 54.0）观察到课程的RTOP评分明显高于ITG材料的类别的RTOP分数（非ITG; n = 295; m = 39.8; p <.0001）。 ITG观察所有在学生中心（≥10）或过渡（31-49）教学类别中的RTOP分数，以及教师中心的教学类别（≤30）中没有，表明ITG材料支持更多的学生中心在使用的课堂上教学。在33个成对的观察结果中，使用ITG材料的同一教学教学，当使用ITG教导时，在没有ITG的教学时大于平均rTOP分数时的rtop评分（分别为m = 54和m = 47.1）。结论RTOP观察表明，在使用ITG材料的课堂上发生了更多的学生中心的教学实践。当多个教练使用各个ITG活动时，存在一小部分RTOP分数，表明使用ITG材料导致一致的指令质量。使用ITG材料时完全没有教师 - 以教师为中心的指导意味着材料是练习改革教学方法的有用资源。可以复制在大量教室中创造和广泛​​传播现成课程的ITG项目的模型，以改变其他学科社区的教学和学习。

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