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首页> 外文期刊>CBE Life Sciences Education >Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses
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Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses

机译：使用途径建模来评估和改进联合学院科学课程中的学生中心教学实践

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摘要

Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classrooms beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited, because the learning benefits for students are often attained through increased instructional complexity to which many instructors cannot commit. When co-instructors are teaching the course, the level of commitment to building a student-centered classroom may be even more profound. For these reasons, new tools are needed to help instructors and co-instructors plan, organize, evaluate, and communicate their classroom innovations. Pathway modeling is a tool with the potential to fill this gap. Unlike curriculum mapping—which identifies academic content gaps, redundancies, and misalignments by examining a series of courses within a plan of study—course pathway modeling creates a visual map of a single course and reveals how teaching practices influence short-, mid-, and long-term student learning outcomes. This essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. We include guides for creating course pathway models and discuss how this approach offers the potential to improve curricular design, course evaluation, student assessment, and communication between co-instructors.
机译：以学生为中心的教学实践，如积极学习继续获得大学科学教育的势头。许多致力于这些创新实践的教师将其教室转变为超越标准讲座。尽管如此，这些实践的广泛实施是有限的，因为学生的学习效益通常通过增加许多教练无法承诺的教学复杂性来实现。当共同教练正在教导课程时，建立以学生为中心的课堂的承诺程度可能更加深刻。由于这些原因，需要新的工具来帮助教师和共同教练计划，组织，评估和传达其课堂创新。途径建模是一种有可能填补这种差距的工具。与课程映射不同 - 通过检查一系列学习课程途径建模中的一系列课程来识别学术内容差距，冗余和未对准，创建一个单一课程的可视图，并揭示教学实践如何影响短，中等和长期学生学习结果。本文演示了途径途径如何帮助共同教师更好地代表学生为中心的教学实践的复杂性。我们包括用于创建课程途径模型的指南，并讨论这种方法如何提供改善课程设计，课程评估，学生评估和共同教练之间的沟通的潜力。

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