首页> 美国卫生研究院文献>Journal of Microbiology Biology Education >CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice Reflection and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions
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CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice Reflection and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions

机译:创建两年/四年的教师讲习班:以实践反思和新颖的课程设计为重点从而为两年制和四年制的学院带来多种收益

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摘要

Improving STEM education through the propagation of highly effective teaching strategies is a major goal of national reform movements. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is a transformative teaching and learning strategy grounded in evidence-based science pedagogy. CREATE courses promote both cognitive (e.g., critical thinking) and affective (e.g., attitudinal and epistemological) student gains in diverse settings. In this study, we look more deeply into the faculty development workshop used to disseminate CREATE pedagogy to instructors at two-year and four-year institutions. We hypothesized that an immersive experience would positively shift faculty participants’ views on teaching/learning, build their understanding of CREATE pedagogy and develop their confidence for course implementation. Internal and external assessments indicate that faculty participants did achieve gains within the timeframe of the CREATE workshop. We discuss the workshop training outcomes in the context of designing effective dissemination models for innovative practices.
机译:通过传播高效的教学策略来改善STEM教育是国家改革运动的主要目标。创建(考虑,阅读,阐明假设,分析和解释数据以及思考下一个实验)是一种基于循证科学教学法的变革性教学策略。 CREATE课程可在各种环境中促进认知(例如批判性思维)和情感(例如态度和认识论)学生的学习。在本研究中,我们将更深入地研究用于向两年制和四年制机构的教师传播CREATE教学法的教师发展研讨会。我们假设沉浸式体验将积极改变教师对教学/学习的看法,加深他们对CREATE教学法的理解,并增强他们对课程实施的信心。内部和外部评估表明,教师参加者确实在CREATE研讨会的时间范围内取得了成就。我们将在设计创新实践的有效传播模型的背景下讨论研讨会的培训成果。

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