Figure - available from: International Journal of STEM Education
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Framework of pedagogical knowledge for active-learning instruction in large undergraduate STEM courses. This framework displays the collective ideas of participants as they analyzed the effectiveness of active-learning lessons in large undergraduate biology courses. There are seven components of pedagogical knowledge, some of which have subcomponents. Boxes with a dashed outline indicate video-specificity. Arrows indicate relationships among components that participants described
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Background
Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical knowledge. Pedagogical knowledge is the knowledge about teac...
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Background:
The Incredible Years® (IY) Teacher Classroom Management (TCM) programme may reduce disruptive behaviour in the classroom and improve child and teacher mental health; however, few studies have considered how acceptable TCM is to teachers or what facilitators and barriers there are to its implementation.
Aims:
In this paper we examine...
Citations
... To effectively use ecological forecasting as a platform for teaching data science in undergraduate classrooms, instructors must have both pedagogical knowledge of active learning and disciplinary knowledge of data science and ecological forecasting (Auerbach and Andrews 2018, Andrews et al. 2019. However, research has demonstrated substantial gaps in instructor knowledge in both active learning (Auerbach and Andrews 2018, Andrews et al. 2019) and data science (Williams et al. 2019, Emery et al. 2021. ...
... To effectively use ecological forecasting as a platform for teaching data science in undergraduate classrooms, instructors must have both pedagogical knowledge of active learning and disciplinary knowledge of data science and ecological forecasting (Auerbach and Andrews 2018, Andrews et al. 2019. However, research has demonstrated substantial gaps in instructor knowledge in both active learning (Auerbach and Andrews 2018, Andrews et al. 2019) and data science (Williams et al. 2019, Emery et al. 2021. Given that ecological forecasting is an emerging field (Lewis et al. 2022), and educational resources in ecological forecasting remain rare (Willson et al. 2023), it is unlikely that many instructors have training in this area. ...
... Instructor feedback after teaching a module indicates that the Macrosystems EDDIE approach of "just-intime" background skills training (sensu Novak et al. 1999) and robust instructional supporting material may be successful strategies for instructor professional development in data science. We received positive feedback regarding the effect of Macrosystems EDDIE modules on both the growth of instructor pedagogical (e.g., active learning) and disciplinary (e.g., data science and ecological forecasting) knowledge (Auerbach and Andrews 2018, Andrews et al. 2019. Most instructors said that Macrosystems EDDIE modules were easy to use and very to extremely effective in teaching ecological forecasting and data science concepts (Fig. 3). ...
... According to this idea, patients judge the quality of their healthcare providers about their expectations, which they have formed based on their own experiences and those of others (Auerbach & Andrews, 2018). ...
Purpose: This study delves into the intricate web of relationships between tangible elements, responsibility, reliability, empathy, and patient satisfaction, with a specific focus on Rafic Hariri University Hospital Theoretical framework: The Expectancy-Disconfirmation Theory provides valuable insights into understanding patient satisfaction in the context of healthcare services. According to this theory, patient satisfaction is influenced by the comparison between their initial expectations and their subsequent perceptions of the actual service received Design/Methodology/Approach: With a sample size of 398 participants, a structured equation model was employed to analyze the mediating role of service quality in this context. The healthcare industry's dynamic nature necessitates a comprehensive understanding of factors influencing patient satisfaction for continuous improvement. Findings: Service quality emerges as a mediator in this framework, acting as a bridge between the aforementioned factors and patient satisfaction. The mediating role of service quality implies that the impact of tangible elements, responsibility, reliability, and empathy on patient satisfaction is channeled through the lens of service quality. This emphasizes the vital role that hospital management and staff play in not only directly affecting patients but also indirectly through the quality of services rendered Research, Practical & Social implications: Rafic Hariri University Hospital, as the backdrop for this study, provides a specific context in which to examine these relationships. With a diverse patient population and a reputation for delivering high-quality healthcare, this hospital offers valuable insights into the dynamics of patient satisfaction. Originality/Value: The findings shed light on the critical role of service quality as a mediator and underscore the importance of maintaining high standards across tangible elements, responsibility, reliability, and empathy to enhance patient satisfaction.
... Post-secondary STEM faculty have the opportunity to educate future generations of scientists and technical experts, but they do so typically without explicit training in educational best practices (Auerbach & Andrews, 2018;Stains et al., 2018). Understanding of supported strategies in STEM teaching has improved considerably in past decades (AAAS, 2009;Bennett et al., 2020;Freeman et al., 2014;Handelsman, 2007;NRC, 2003;Schwartz et al., 2016), but the professional development needed to create truly excellent STEM learning remains inconsistent (Bradforth et al., 2015;Mack & Winter, 2018;Seymour & Hunter, 2019;White et al., 2021). ...
The next generations of science, technology, engineering, and math (STEM) workers are being trained in college and university classrooms by a workforce of instructors who learn pedagogical practice largely on the job. While inclusive instructional practices and their impacts are increasingly well-studied, this training is difficult to instill within the professional development that most STEM professors receive before teaching their students. The Science Teaching Experience Program for Upcoming PhDs (STEP-UP) at the University of Washington was built to prepare future professors for inclusive excellence by guiding them through the literature in education research and providing them a space to practice active and inclusive teaching techniques. This study of STEP-UP uses a design-based approach to understand graduate trainee and undergraduate perceptions of the most salient aspects and outcomes of the program. Our study found that trainees used opportunities to practice inclusive teaching methods with a cohort of their peers, and crucially that these methods were evident in trainee-taught courses through multiple lines of evidence. STEP-UP-trained instructors used inclusive teaching strategies that helped students to feel socioemotionally supported. This study offers a model program that fosters inclusion and equity in undergraduate STEM classrooms through improving teaching professional development for graduate students.
... Prior literature has found that cold call elicits severe FNE from students Downing et al., 2020); as such, it is unsurprising that cold call emerged as the practice most likely to induce FNE among students who had experienced it in this study. Cold call has been critiqued by the science education community, largely for omitting the opportunity for students to discuss their answers with each other, which instructors predict would lessen students' FNE (Auerbach and Andrews, 2018;Cooper et al., 2021). Indeed, students report notably lower FNE associated with warm call, when students are able to discuss their responses before being asked to respond to a question in front of the whole class, and with group call, when students work together on a question in a group and one student responds to the whole class on the group's behalf. ...
Fear of negative evaluation (FNE), defined as a sense of dread associated with being negatively judged in a social situation, has been identified as the primary factor underlying undergraduate anxiety in active-learning science courses. However, no quantitative studies have examined the extent to which science undergraduates experience FNE and how they are impacted by FNE in college science courses. To address this gap, we surveyed 566 undergraduates from one university in the U.S. Southwest who were enrolled in life sciences courses where they had opportunities to speak in front of the whole class. Participants were asked a suite of questions regarding their experiences with FNE in large-enrollment college science courses. We found that first-generation college students, LGBTQ+ students, and students with disabilities reported disproportionately high levels of FNE compared with their counterparts. Additionally, students reported that FNE can cause them to overthink their responses and participate less in class. Participants rated being cold called and presenting alone as forms of whole-class participation that elicit the highest levels of FNE. This research highlights the impact of FNE on undergraduates and provides student-generated recommendations to reduce FNE in active-learning science courses.
... Classically, faculty conceptions of teaching and learning are defined in a hierarchical scale beginning at limited conceptions, followed by intermediate, and, finally, complete conceptions (Prosser & Trigwell, 1999). This can result in instructional practices that range from traditional lecture to student-centered pedagogies that leverage collaboration, student agency in the learning process, and student-instructor interactions, all of which fall under the umbrella of "active learning" (Apkarian et al., 2021;Auerbach & Andrews, 2018;Ballen et al., 2017;Lombardi et al., 2021), where "undergraduate learners should be active agents during instruction and where the social construction of meaning plays an important role for many learners, above and beyond their individual cognitive construction of knowledge" (Lombardi et al., 2021). By integrating these two frameworks, we hypothesize that as faculty move towards more complete conceptions of teaching and learning, they also move from traditional, instructor-centered practices to implementing student-centered ones, ultimately resulting in the construction of student-centered learning environments, as shown in Fig. 1. ...
Background:
An instructor’s conceptions of teaching and learning contribute to the establishment of learning environments that may benefit or hinder student learning. Previous studies have defined the continuum of teaching and learning conceptions, ranging from limited to complete, as well as the instructional practices that they help to inform (instructor-centered to student-centered), and the corresponding learning environments that these conceptions and practices establish, ranging from traditional to student-centered. Using the case of one STEM department at a research-intensive, minority serving institution, we explored faculty’s conceptions of teaching and learning and their resulting instructional practices, as well as uncovered their perspectives on the intradepartmental faculty interactions related to teaching. The study participants were drawn from both teaching-focused (called Professors of Teaching, PoTs) and traditional research (whom we call Research Professors, RPs) tenure-track faculty lines to identify whether differences existed amongst these two populations. We used interviews to explore faculty conceptions and analyzed syllabi to unveil how these conceptions shape instructional environments.
Results:
Overall, PoTs exhibited complete conceptions of teaching and learning that emphasized student ownership of learning, whereas RPs possessed intermediate conceptions that focused more on transmitting knowledge and helping students prepare for subsequent courses. While both PoTs and RPs self-reported the use of active learning pedagogies, RPs were more likely to also highlight the importance of traditional lecture. The syllabi analysis revealed that PoTs enacted more student-centered practices in their classrooms compared to RPs. PoTs appeared to be more intentionally available to support students outside of class and encouraged student collaboration, while RPs focused more on the timeliness of assessments and enforcing more instructor-centered approaches in their courses. Finally, the data indicated that RPs recognized PoTs as individuals who were influential on their own teaching conceptions and practices.
Conclusions:
Our findings suggest that departments should consider leveraging instructional experts who also possess a disciplinary background (PoTs) to improve their educational programs, both due to their student-centered impacts on the classroom environment and positive influence on their colleagues (RPs). This work also highlights
the need for higher education institutions to offer appropriate professional development resources to enable faculty to reflect on their teaching and learning conceptions, aid in their pedagogical evolution, and guide the implementation of these conceptions into practice.
... (Guerriero, 2014) The knowledge of teaching and learning is not a particular matter, such as understanding learning theory, classroom management, and student motivation. Knowing the characteristics of the students, having methods for evaluating the students, and being familiar with the cognitive, social, and developmental learning theories and how they relate to the students in the classroom are all examples of possessing pedagogical knowledge (Auerbach, 2018). ...
... Further, students feel they learn more and enjoy sharing their ideas when they participate in WCD (Wade, 1994). When instructors utilize a system to randomly call of students during WCD they can reduce perceived instructor bias and balance the participation equity (Auerbach & Andrews, 2018) and student comfort level (Dallimore et al., 2013). Some barriers exist to successfully implementing WCD, such as (1) students fearing their ideas were unworthy, (2) facing criticism, or (3) not being provided ample time to gather their thoughts (Wade, 1994). ...
The purpose of this project was to explore the experiences of students when facilitating class discussions through cooperative discussion groups. In addition, students particularly compared their experiences within this class with their experiences in Whole Class Discussion in previous classes. Students participated in structured cooperative discussion groups and submitted three written answers to reflection prompts provided as an extra credit opportunity. Based on the written answers (n = 11), select participants (n = 4) were purposively chosen for a semi-structured interview. Upon analysis of the data, five themes arose that described what students took away from this teaching method. Among these themes include how student groups facilitated collaboration among peers, deepened understanding of course materials, and allowed students to reflect on not only their own past experiences but those of their classmates as well. The researchers encourage instructors to consider using this teaching method as they approach curricula that either includes the development of individual philosophies or class sessions where it would be valuable for students to listen to their classmates’ experiences.
... The changing nature of the teaching activity has a significant influence in the innovation initiatives in higher education (Barbato et al., 2019) and institutional support is fundamental to engage teachers in innovative practices (Auerbach & Andrews, 2018;Barbato et al., 2019). With focus on better learning, higher education institutions are emphasizing faculty development, especially regarding student-centered approaches of teaching, which implies that teachers need to constantly research about their own teaching practice, as well as develop socio-emotional skills (Riveta et al., 2018;Ödalen et al., 2018;Shaaruddin & Mohamad, 2017). ...
Este estudo teve como objetivo identificar se o nível de participação em um programa de treinamento em inovação pedagógica influenciou o nível de engajamento no trabalho em uma universidade brasileira e verificar as relações entre o engajamento e variáveis sociodemográficas em uma amostra multigrupo de professores: T1=39 (professores que participaram do programa); T2=58 (professores selecionados para participar do programa); GC=80 (professores universitários). Foram utilizados o Utrecht Work Engagement Scale-UWES e um questionário sociodemográfico. Os resultados do UWES revelaram que todos os grupos apresentaram altos níveis de engajamento no trabalho, não havendo diferenças significativas entre os grupos ou em relação a eles. Nas variáveis sociodemográficas em relação aos resultados do UWES, não foram encontradas diferenças significativas em relação aos resultados do UWES. Este estudo espera contribuir para novas pesquisas sobre engajamento no trabalho em contextos de ensino superior.
... After that, they were directed to answer problem-based questions (Álvarez-Huerta et al., 2022). With problems like that, students are expected to be able to think critically, and expectations are achieved (Auerbach & Andrews, 2018). Students can work on and understand what they have learned because it is hoped that students will not only be able to answer (Astuti et al., 2018), but the development of e-modules based on this contextual approach can improve and develop students' critical thinking skills and skills (Nadzif et al., 2022). ...
The research objective of this article is to provide an overview of assessment in the form of improving students' critical thinking abilities and skills through a quality science learning contextual approach. This article discusses several formulations of the problem: E-Modules based on a practical contextual approach to improve students' critical thinking skills, E-Modules based on an efficient contextual approach to improving students' critical thinking skills, and the effect of using E-Modules in the Middle School Science learning process. The form of the research used was the RnD model instrument development research (Allesi and Trollip) which involved 35 respondents. This research involved 35 respondents from several students, teachers, and lecturers. Data is collected in Google form. After that, the data was processed and analyzed using SPSS 0.16. The study results show that the E-Module media is effective and efficient for use in the teaching and learning process and influences the learning process for junior high school students. This study shows that e-module teaching media can be preserved and used in teaching and learning. This article shows that e-module media can be used in the teaching-learning process. It is hoped that the existence of teaching media assessment instruments in the form of e-modules that are memorable in innovative and efficient teaching and learning processes.
... Regarding contents, they are mainly perceived as 'good' and 'interesting', with respective 23 and 19 cooccurrences. When considering the implementation of these videos as pedagogical aids, it is recommendable that instructors also count on specific pedagogical knowledge for its adequate integration in teaching dynamics [29]. Technological Pedagogical Content Knowledge (TPACK) is a useful framework describing the continuous knowledge improvement of lecturers as an important piece of successful technology integration in constructivist educational environments [30]. ...
Engineering undergraduates face some specific challenges during their studies, such as an intense presence of abstract concepts in their subjects as well as the inability to connect different technical subjects into the big picture of the degree. This is also common to other STEM (Science, Technology, Engineering and Mathematics) disciplines. Multimedia resources as a complement to education present benefits that might help increasing students’ motivation and performance. This research focuses on YouTube as a source for those resources, presenting a qualitative analysis of the educational use of an electrical engineering channel, through the evaluation of its audience perceptions. A total of 524 open participations have been collected, coded, and analyzed. Exploratory and cooccurrences analyses show a predominant use of these videos for understanding and gaining knowledge, considering them interesting and of good quality. This study confirms that subjective perception from the channel’s audience is mainly positive for its integration in pedagogical processes.
