The list of author affiliations is provided in the supplementary materials.
Science. 2018 Mar 30;359(6383):1468-1470. doi: 10.1126/science.aap8892. Epub 2018 Mar 29.
National and local initiatives focused on the transformation of STEM teaching in higher education have multiplied over the last decade. These initiatives often focus on measuring change in instructional practices, but it is difficult to monitor such change without a national picture of STEM educational practices, especially as characterized by common observational instruments. We characterized a snapshot of this landscape by conducting the first large scale observation-based study. We found that lecturing was prominent throughout the undergraduate STEM curriculum, even in classrooms with infrastructure designed to support active learning, indicating that further work is required to reform STEM education. Additionally, we established that STEM faculty’s instructional practices can vary substantially within a course, invalidating the commonly-used teaching evaluations based on a one-time observation.
在过去十年中，专注于高等教育中 STEM 教学转型的国家和地方举措层出不穷。这些举措通常侧重于衡量教学实践的变化，但如果没有全国范围内的 STEM 教育实践情况，尤其是没有常见的观察工具，就很难监测这种变化。我们通过进行首次大规模基于观察的研究来描述这一领域的现状。我们发现，即使在设计用于支持主动学习的课堂中，讲课在整个本科 STEM 课程中也很突出，这表明需要进一步努力改革 STEM 教育。此外，我们还发现，STEM 教师的教学实践在一门课程内可能有很大差异，这使得基于单次观察的常用教学评估变得无效。
