Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics Report of a Workshop (2003) / Chapter Skim
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5 General Discussion
5 General Discussion
Pages 69-77
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From page 69... ...
To further the pursuit of effective instruction, institutions and departments would form education leadership groups such that faculty could share teaching experiences anti resources with colleagues and become familiar with the literature of education research. Communication feedback loops and dissemination mechanisms were identified as important aspects of promoting effective teaching at institutional and departmental levels (see Chapter 41.
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From page 70... ...
McCray emphasized that introductory science courses need to focus on stu(lents' learning skills of scientific reasoning and information gathering as much as on science content, and on helping students take greater responsibility for their own learning. The content in science fields is growing so rapidly, he noted, that it has become virtually impossible to transmit it all.
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From page 71... ...
Effective Strategies Create Success Wilson recalled that the transformation was catalyzed by four intersecting forces: the vision of RPI's new president, the retirement of faculty members who had been responsible for the traditional curriculum in introductory physics, the fact that a number of faculty had become frustrated with their unsuccessful efforts in teaching the introductory courses, and the convenient availability of the new Studio Physics program as an alternative. Physics faculty members became supportive of the reform efforts when they discovered that they could work with students in smaller and less intimidating groups, that the new structure required less preparation, that students demonstrated better understanding of concepts, and that they enjoyed the teaching experience more.
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From page 72... ...
Science faculty are encouraged to devote most of their time and energy to their research projects because funding anti rewards are (lirecte towar(1 research. In a recent metaanalysis of 122 studies of stan(lar(lsbase(1 school reform programs between 1991 anti 2001, Chatterji (2002)
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From page 73... ...
Support Systems for Science Education Research Requested Paula Heron, University of Washington, suggeste(1 that one way to promote effective teaching at the institutional/departmental level is to hire and find ways of supporting faculty whose research focuses on the learning and teaching of the science discipline represented. Such faculty should be able to thrive, and receive recognition, GENERAL DISCUSSION in traditional research departments.
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From page 74... ...
Role of Faculty in Science Education Research Aclolresseal Throughout the workshop, participants recognized different roles of science faculty with regard to teaching and research. Three kinds of roles sparked repeated discussions: scholarship taken in science research, scholarship taken in science education research, and efforts aimed at scholarly teaching By which most participants meant instruction that is directed at specific learning goals, relies on research about how people learn, and employs ongoing evaluation of learning as well as teaching)
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From page 75... ...
Wieman conceded that developing structures for effective research in science education may be an important step towar(1 improving science e(lucation, but he felt that the more important issue was to (liscuss efforts necessary to develop and train science faculty who are not likely to be involved in education research but who are nonetheless effective science instructors. He (new attention to the fact that the workshop's focus was on improving science education, not establishing science education research.
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From page 76... ...
IMPERATIVE FOR COLLABORATION AND FEEDBACK The above (liscussions in(licate that collaboration among faculty members and administrators, dissemination of science education research, and ongoing assessment and reevaluation of educational efforts are key in promoting effective instruction at the institutional level. Morse remarked that institutions shoul(1 encourage faculty to strive for a higher level of collaboration through their professional societies; all science faculty should continually receive and reevaluate the information they nee(1 to be effective teachers through workshops, professional meetings, anti journal papers.
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From page 77... ...
Faculty and administrators promote change in STEM education beyond their own institutions through their professional societies and other regional and national organizations. They may contribute nationally by applying strategies of effective programs at their own institutions, (lisseminating information about their own courses, both successes and failures, and working with colleagues to formulate research questions (leafing with teaching and learning.
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