A Cross Discipline Study of Reformed Teaching by University Science and Mathematics Faculty

Autor/inn/en	Flick, Lawrence B.; Sadri, Pejmon; Morrell, Patricia D.; Wainwright, Camille; Schepige, Adele
Titel	A Cross Discipline Study of Reformed Teaching by University Science and Mathematics Faculty
Quelle	In: School Science and Mathematics, 109 (2009) 4, S.197-211 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Teaching Methods; Longitudinal Studies; College Faculty; Case Studies; Pedagogical Content Knowledge; Classroom Research; Educational Change; Instructional Innovation; Mathematics Instruction; Science Instruction; Science Teachers; Science Education; Mathematics Education; Mathematics Teachers; College Instruction; College Mathematics; College Science; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fakultät; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Bildungsreform; Educational Innovation; Bildungsinnovation; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Mathematische Bildung; Mathematics; Mathematik; Hochschullehre
Abstract	Researchers observed 28 university faculty in graduate and undergraduate science and mathematics courses in a three-year, longitudinal study of teaching. Subjects were selected from five higher education institutions in the state where faculty had a two- to five-year association with a reform-based NSF professional development program. Observer field notes and a researcher-designed observation instrument were used to describe and compare teaching practices. The participants in this study taught science and mathematics content courses for majors, non-majors, as well as education majors. Our observation method created a descriptive profile that enabled comparisons across a variety of teaching contexts. The main results showed that the faculty lacked practices that supported development of divergent thinking, conceptual thinking, and metacognitive thinking skills. Observed differences in the profiles of instruction included greater emphasis on real-world connections in science and greater use of cooperative problem solving in mathematics. A case study of a large lecture course describes reformed teaching practices in even the most challenging setting. (As Provided).
Anmerkungen	School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10