Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi

Autor/in	Corlu, M. Sencer
Titel	Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi
Quelle	In: Educational Sciences: Theory and Practice, 13 (2013) 4, S.2477-2485 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Foreign Countries; Colleges; STEM Education; Praxis; Educational Practices; Teaching Methods; Course Descriptions; Accreditation (Institutions); Statistical Significance; Nonparametric Statistics; College Faculty; Higher Education; International Cooperation; Alignment (Education); Quality Assurance; Student Centered Curriculum; Curriculum Evaluation; Predictor Variables; Computation; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; College; Hochschule; Fachhochschule; STEM; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Qualitätssicherung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Prädiktor; Statistische Analyse; Türkei
Abstract	Post-secondary institutions within the European Higher Education Area have been adapting quality assurance mechanisms for course design, delivery, and evaluation following a learner-centered approach. The purpose of this exploratory study was to delineate the teaching practices in science, technology, engineering, and mathematics at the postsecondary level through an assessment of course syllabi. An analytical rubric was developed with the STEM community, STEM education, and STEM assessment factors in order to assess teaching practices through syllabi of the courses offered at a public university within the European Higher Education Area. Data were analyzed at the item level using a Mann-Whitney non-parametric test and at the factor level with an independent t-test. Results showed that there were statistically significant differences between the externally accredited and non-accredited programs in STEM-education and STEM-assessment variables (p < 0.01), which indicated a practical significance in favor of accredited programs. There was reason to believe that the external accreditation process has a positive impact on instructors in encouraging them to align their syllabi with the STEM education praxis under the influence of the student-centered teaching and learning paradigm. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10