Hoskins Sally G, Gottesman Alan J, Kenyon Kristy L
Biology Department, City College of the City University of New York, New York, NY, 10031.
Biology Department, Hobart and William Smith Colleges, Geneva, New York, 14456.
J Microbiol Biol Educ. 2017 Dec 15;18(3). doi: 10.1128/jmbe.v18i3.1365. eCollection 2017.
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.
通过传播高效教学策略来改善STEM教育是国家改革运动的一个主要目标。CREATE（思考、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课程在不同环境中促进学生在认知（如批判性思维）和情感（如态度和认识论）方面的收获。在本研究中，我们更深入地研究了用于向两年制和四年制院校的教师传播CREATE教学法的教师发展工作坊。我们假设沉浸式体验会积极改变教师参与者对教学的看法，增强他们对CREATE教学法的理解，并培养他们实施课程的信心。内部和外部评估表明，教师参与者在CREATE工作坊的时间范围内确实取得了收获。我们在为创新实践设计有效传播模式的背景下讨论工作坊培训成果。
