Kenyon Kristy L, Cosentino Bradley J, Gottesman Alan J, Onorato Morgan E, Hoque Jamila, Hoskins Sally G
Professor of biology at Hobart and William Smith Colleges, in Geneva, New York.
Associate professor of biology at Hobart and William Smith Colleges, in Geneva, New York.
Bioscience. 2019 Jan 1;69(1):47-58. doi: 10.1093/biosci/biy145. Epub 2019 Jan 10.
The faculty workshop model has long been used for disseminating innovative methods in STEM education. Despite significant investments by researchers and funding agencies, there is a dearth of evidence regarding downstream impacts of faculty development. CREATE is an evidence-based strategy for teaching science using primary literature. In this study, we examined whether workshop-trained faculty applied CREATE methods effectively and whether their students achieved either cognitive or affective gains. We followed 10 workshop alumni at different 4-year institutions throughout the United States. External observations of the teaching indicated a high fidelity of CREATE implementation. The students made significant gains in cognitive (e.g., designing experiments) and affective (e.g., self-efficacy in science process skills) domains. Some student outcomes correlated with particular characteristics (e.g., class size) but not with others (e.g., teaching experience). These findings provide evidence for the robustness of the CREATE dissemination model and provide perspective on factors that may influence pedagogical reform efforts.
教师研习班模式长期以来一直被用于传播STEM教育中的创新方法。尽管研究人员和资助机构投入了大量资金，但关于教师发展的下游影响的证据却很匮乏。CREATE是一种使用原始文献进行科学教学的循证策略。在本研究中，我们考察了参加研习班培训的教师是否有效地应用了CREATE方法，以及他们的学生是否在认知或情感方面有所收获。我们跟踪了美国各地不同四年制院校的10位研习班校友。对教学的外部观察表明，CREATE的实施具有很高的保真度。学生们在认知（如设计实验）和情感（如科学过程技能方面的自我效能感）领域都取得了显著进步。一些学生的学习成果与特定特征（如班级规模）相关，但与其他特征（如教学经验）无关。这些发现为CREATE传播模式的稳健性提供了证据，并为可能影响教学改革努力的因素提供了视角。
