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A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching

机译:案例研究记录了生物学指导者从以教师为中心过渡到以学习者为中心的教学过程

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In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., lecture-based) instruction to teaching that focuses on the students. Using the innovation-decision model for change, we explored the motivation, decision-making, and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching. We suggest implications for instructors wishing to change their teaching and administrators wishing to encourage adoption of learner-centered teaching at their institutions.
机译:在本研究中,我们使用了案例研究方法来深入了解两名参与重新设计生物学课程的大学教师的变革过程。鉴于许多生物学教员不愿采用以证据为基础,以学习者为中心的教学方法,因此迫切需要了解生物学教员如何从以教师为中心(即以演讲为基础)的教学过渡到以学生为中心的教学。使用创新决策模型进行变革,我们通过两个连续的,大批注册的生物学课程,探索了两位讲师的动力,决策和反思过程。我们的数据表明,变革过程在某种程度上是不可预测的,需要教师和学生在不可避免的挑战中保持耐心和毅力。例如,变革过程要求教师采用教师-教师角色而不是专家角色,以更深入地涵盖较少的课程主题,并赋予学生一定程度的对其自身学习的控制权。学生必须适应于承担自己的学习责任,相互协作并放弃基于演讲的教学所赋予的匿名性。对于希望改变教学方式的教员和希望鼓励在其机构采用以学习者为中心的教学的管理人员,我们建议采取一些措施。

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