Learning Design in Science Education: Perspectives from Designing a Graduate-Level Course in Evidence-Based Teaching of Science

Autor/inn/en	Downey, Ryan M.; Downey, K. Breana; Jacobs, Jessica; Korthas, Holly; Melchor, George S.; Speidell, Andrew; Waguespack, Hannah; Mulroney, Susan E.; Myers, Adam K.
Titel	Learning Design in Science Education: Perspectives from Designing a Graduate-Level Course in Evidence-Based Teaching of Science
Quelle	In: Advances in Physiology Education, 46 (2022) 4, S.651-657 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Instructional Design; Science Instruction; Science Education; Graduate Study; Evidence Based Practice; Graduate Students; Training; Educational Theories; Best Practices; Active Learning; Minicourses; Student Developed Materials; Portfolios (Background Materials); Course Content; Educational Technology; STEM Education + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Ausbildung; Educational theory; Theory of education; Bildungstheorie; Aktives Lernen; Kurzlehrgang; Kursprogramm; Unterrichtsmedien; STEM
Abstract	Graduate students intending to pursue an academic career in the sciences have much to gain by learning to teach science but often have limited training opportunities. In response to this need, we designed a one-semester course, Learning Design in Science Education (LDSE), in which students receive formal training in pedagogical theory with role model demonstration of current best practices in active learning. Building from previous descriptions of similar courses, we added a practical experience for the students to utilize their new skills to design and teach a mini science course at the end of the semester. Additionally, students developed a teaching portfolio, complete with a personal teaching statement, syllabus, course materials, and evaluations from peers and faculty. Overall, the course was well received by the students and there are early indications that students benefited from their participation in the course. In this manuscript, we present the design and outcomes of the course, faculty and student perceptions, and thoughts on improvements for future semesters and its potential for use by others. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01