Department of Chemistry and Biochemistry, Brigham Young University, Provo, Utah, United States of America.
Department of Instructional Psychology & Technology, Brigham Young University, Provo, Utah, United States of America.
PLoS One. 2023 Jan 31;18(1):e0281290. doi: 10.1371/journal.pone.0281290. eCollection 2023.
Traditional teaching practices in undergraduate science, technology, engineering, and mathematics (STEM) courses have failed to support student success, causing many students to leave STEM fields and disproportionately affecting women and students of color. Although much is known about effective STEM teaching practices, many faculty continue to adhere to traditional methods, such as lecture. In this study, we investigated the factors that affect STEM faculty members' instructional decisions about evidence-based instructional practices (EBIPs). We performed a qualitative analysis of semi-structured interviews with faculty members from the Colleges of Physical and Mathematical Sciences, Life Sciences, and Engineering who took part in a professional development program to support the use of EBIPs by STEM faculty at the university. We used an ecological model to guide our investigation and frame the results. Faculty identified a variety of personal, social, and contextual factors that influenced their instructional decision-making. Personal factors included attitudes, beliefs, and self-efficacy. Social factors included the influence of students, colleagues, and administration. Contextual factors included resources, time, and student characteristics. These factors interact with each other in meaningful ways that highlight the hyper-local social contexts that exist within departments and sub-department cultures, the importance of positive feedback from students and colleagues when implementing EBIPs, and the need for support from the administration for faculty who are in the process of changing their teaching.
传统的本科科学、技术、工程和数学（STEM）课程教学实践未能支持学生的成功，导致许多学生离开 STEM 领域，对女性和少数族裔学生的影响不成比例。尽管人们已经了解了有效的 STEM 教学实践，但许多教师仍然坚持传统的方法，例如讲座。在这项研究中，我们调查了影响 STEM 教师关于基于证据的教学实践（EBIP）的教学决策的因素。我们对参加了一个专业发展计划的物理和数学科学学院、生命科学学院和工程学院的教师进行了半结构化访谈的定性分析，该计划旨在支持大学 STEM 教师使用 EBIP。我们使用生态模型来指导我们的调查并构建结果。教师确定了各种个人、社会和背景因素，这些因素影响了他们的教学决策。个人因素包括态度、信念和自我效能感。社会因素包括学生、同事和管理层的影响。背景因素包括资源、时间和学生特点。这些因素以有意义的方式相互作用，突出了部门内部和子部门文化中存在的超本地社会背景、在实施 EBIP 时从学生和同事那里获得积极反馈的重要性，以及为正在改变教学方式的教师提供管理层支持的必要性。
