Alkhouri Jourjina Subih, Donham Cristine, Pusey Téa S, Signorini Adriana, Stivers Alexander H, Kranzfelder Petra
Department of Quantitative and Systems Biology, University of California, Merced, Merced, California, United States.
Department of Sociology, University of California, Merced, Merced, California, United States.
Bioscience. 2021 Aug 4;71(10):1063-1078. doi: 10.1093/biosci/biab077. eCollection 2021 Oct.
Students are more likely to learn in college science, technology, engineering, and math (STEM) classrooms when instructors use teacher discourse moves (TDMs) that encourage student engagement and learning. However, although teaching practices are well studied, TDMs are not well understood in college STEM classrooms. In STEM courses at a minority-serving institution (MSI; n = 74), we used two classroom observation protocols to investigate teaching practices and TDMs across disciplines, instructor types, years of teaching experience, and class size. We found that instructors guide students in active learning activities, but they use authoritative discourse approaches. In addition, chemistry instructors presented more than biology instructors. Also, teaching faculty had relatively high dialogic, interactive discourse, and neither years of faculty teaching experience nor class size had an impact on teaching practices or TDMs. Our results have implications for targeted teaching professional development efforts across instructor and course characteristics to improve STEM education at MSIs.
当教师运用能促进学生参与和学习的教师话语策略（TDMs）时，学生在大学科学、技术、工程和数学（STEM）课堂上更有可能学习。然而，尽管教学实践得到了充分研究，但在大学STEM课堂上，教师话语策略并未得到很好的理解。在一所少数族裔服务机构（MSI；n = 74）的STEM课程中，我们使用了两种课堂观察方案来调查跨学科、教师类型、教学年限和班级规模的教学实践和教师话语策略。我们发现，教师指导学生参与主动学习活动，但他们使用的是权威性话语方式。此外，化学教师比生物教师表现得更多。而且，教学教师具有相对较高的对话性、互动性话语，教师的教学年限和班级规模对教学实践或教师话语策略均无影响。我们的研究结果对于针对教师和课程特点的有针对性的教学专业发展努力具有启示意义，以改善少数族裔服务机构的STEM教育。
