Department of Mathematics and Statistics, San Diego State University, San Diego, CA, United States of America.
Learning Sciences and Human Development, University of Washington, Seattle, WA, United States of America.
PLoS One. 2024 Apr 17;19(4):e0299984. doi: 10.1371/journal.pone.0299984. eCollection 2024.
Improving equity in undergraduate STEM is a national imperative. Although there is a rapidly growing body of research in this area, there is still a need to generate empirical evidence for equitable teaching techniques. We ground our work in Complex Instruction, an extensively researched pedagogical approach based on sociological theories and the malleability of status. This approach has been applied primarily in K-12 classrooms. In this manuscript, we explore the application of one strategy from Complex Instruction-assigning competence-to undergraduate STEM classrooms. We provide an analysis of three instructors' implementation of assigning competence and track the impact on student participation. This work makes a unique contribution to the field, as the first study that directly documents changes in student participation resulting from assigning competence in undergraduate STEM.
提高本科生 STEM 教育中的公平性是国家的当务之急。尽管这一领域的研究迅速增加，但仍需要为公平的教学技术提供经验证据。我们的工作基于复杂教学法，这是一种基于社会学理论和地位可塑性的经过广泛研究的教学方法。这种方法主要应用于 K-12 课堂。在本文中，我们探讨了将复杂教学法中的一种策略——赋予能力——应用于本科生 STEM 课堂。我们分析了三位教师实施赋予能力的情况，并跟踪了对学生参与度的影响。这项工作为该领域做出了独特的贡献，因为这是第一项直接记录本科生 STEM 教育中赋予能力对学生参与度产生影响的研究。
