McCrone Luke, Kingsbury Martyn
Centre for Higher Education Research and Scholarship, Imperial College London, London, UK.
NPJ Sci Learn. 2024 Sep 6;9(1):54. doi: 10.1038/s41539-024-00267-1.
The move away from transmission-based lecturing toward a more student-centred active learning approach is well evidenced in STEM higher education. However, the examination of active learning has generally remained confined to formal timetabled contexts, with assumptions made that students independently manage the transition between timetabled and non-timetabled learning. This paper introduces research findings from a mixed methods study that used an ecological approach when investigating student transitions between a formal lecture theatre and adjacent informal breakout space in a UK STEM university. Using quantitative occupancy monitoring data to analyse usage patterns of both spaces, in combination with qualitative ethnographic observations and field interviews, permitted a purposeful exploration of student engagement with transitions within and between the two learning spaces. The ecological approach aided the discovery of spatial, pedagogic and agentic transitions and tensions, which subsequently informed strategic modification of space across the institution to facilitate the adoption of active learning pedagogy.
在STEM高等教育中，从基于讲授的教学方式向以学生为中心的主动学习方法转变已有充分证据。然而，对主动学习的考察通常局限于正式排课的情境，且假定学生能独立管理排课学习与非排课学习之间的过渡。本文介绍了一项混合方法研究的结果，该研究在英国一所STEM大学调查学生在正式讲堂与相邻非正式分组讨论空间之间的过渡时采用了生态方法。利用定量的占用监测数据来分析两个空间的使用模式，结合定性的人种志观察和实地访谈，得以有目的地探究学生在两个学习空间内部及之间的过渡中的参与情况。生态方法有助于发现空间、教学和能动方面的过渡与矛盾，随后据此对整个机构的空间进行战略调整，以促进主动学习教学法的采用。
