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首页> 外文OA文献 >What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level
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What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

机译：学生经历了哪些类型的教学班？调查从中学到大学级的关键过渡点科学，技术，工程和数学课程的积极学习

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Despite the need for a strong Science, Technology, Engineering, and Math (STEM) workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon moving from secondary to post-secondary STEM courses. This study compares classroom observation data collected using the Classroom Observation Protocol for Undergraduate STEM from over 450 middle school, high school, introductory-level university, and advanced-level university classes across STEM disciplines. We find similarities between middle school and high school classroom instruction, which are characterized by a large proportion of time spent on active-learning instructional strategies, such as small-group activities and peer discussion. By contrast, introductory and advanced university instructors devote more time to instructor-centered teaching strategies, such as lecturing. These instructor-centered teaching strategies are present in classes regardless of class enrollment size, class period length, or whether or not the class includes a separate laboratory section. Middle school, high school, and university instructors were also surveyed about their views of what STEM instructional practices are most common at each educational level and asked to provide an explanation of those perceptions. Instructors from all levels struggled to predict the level of lecturing practices and often expressed uncertainty about what instruction looks like at levels other than their own. These findings suggest that more opportunities need to be created for instructors across multiple levels of the education system to share their active-learning teaching practices and discuss the transitions students are making between different educational levels.
机译：尽管需要强有力的科学，技术，工程和数学（Stew）劳动力，但要在这些学科中完成本科专业学生的学生有很高的消耗率。离开Step学位计划的学生经常引用介绍性课程中的无引人注目的教学，包括传统讲座，作为一个原因。虽然本科课程在茎潴留中发挥着关键作用，但对于在从次级到次级干预中遭到竞争时，学生遇到的教学过渡就很少。本研究比较了使用课堂观察协议从450多所中学，高中，介绍级大学和跨杆学科的高中大学课程使用课堂观测协议收集的课堂观测数据。我们在中学和高中课堂教学中找到了相似之处，其特征在于在积极学习教学战略中花费的大部分时间，例如小组活动和同行讨论。相比之下，介绍性和高级大学教师更多地投入到讲师中心的教学策略，如讲座。无论课程入学大小，类周期长度，课程期间长度，或者是否包括单独的实验室部分，这些辅导员的教学策略都存在于类中。中学，高中和大学教师也接受了关于他们对每个教育水平最常见的看法，并要求解释这些看法的看法。来自各级的教师努力预测讲座实践的水平，并且经常表达了对其自身以外的级别的指令看起来的不确定性。这些调查结果表明，在教育系统的多个层面的教师中需要创造更多机会，以分享他们的积极学习教学实践，并讨论学生在不同教育水平之间进行的过渡。

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