Exemplar Teaching Practices in STEM Courses in U.S. Universities

Autor/in	Campbell, Corbin M.
Titel	Exemplar Teaching Practices in STEM Courses in U.S. Universities
Quelle	In: Journal of College Science Teaching, 51 (2022) 4, S.21-26 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Instructional Effectiveness; Teaching Methods; STEM Education; College Instruction; Undergraduate Study; Engineering Education; Pedagogical Content Knowledge; Difficulty Level; Prior Learning; College Faculty + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Hochschullehre; Grundstudium; Ingenieurausbildung; Pädagogische Kompetenz; Schwierigkeitsgrad; Vorkenntnisse; Fakultät
Abstract	Based on the largest multi-institutional observational study of undergraduate courses in the United States, this article describes exemplar teaching practices in engineering courses as an interdisciplinary science field. The College Educational Quality (CEQ) research project studied 587 courses in nine different U.S. colleges and universities. This article reports on findings from engineering courses in the study. The article describes in-depth subject-matter teaching, using students' prior knowledge and cognitive complexity, and also discusses the course contexts (e.g., size, faculty, mode) in which there is a greater likelihood of using exemplary practices in U.S. engineering courses. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01