![]() The authors break down their construction of different personas into 5 clearly described steps. The authors carefully define and unpack persona methodology, because it is new to many LSE readers. Then, these data were used to flesh out the description of each of the personas. The authors use multiple observations from each instructor, which strengthens the characterization of each instructor's teaching practice. ![]() The COPUS is frequently used as a straightforward, reliable way to document the amount of active learning in a classroom (e.g., Stains et al. While this sample may not produce generalizable results, it still provides information about a subset of instructors and can inform conceptual models related to this group and can inform future research.Ī semi-structured interview is guided by a series of pre-determined questions, but used flexibly so that the interviewer and interviewee can discuss complementary avenues that they wish to pursue (e.g., Price et al. This disclaimer helps readers understand how the data can be used. These themes are subsequently used to construct personas. This table describes the themes that summarizes ideas expressed by instructors (and therefore gleaned from interviews) about their teaching. AACR meetings function similarly to faculty learning communities ( Pelletreau et al. ![]() The meetings also diverged from their primary focus to include other aspects of teaching courses and developing curricula. In the meetings they focused on teaching material that could be assessed with the questions used in the automated analysis, questions that typically focus on revealing misconceptions that students have, a goal that ends up being discussed in the Results. Facilitators have an expertise in science education ( Pelletreau et al. This description of the AACR group meetings explains the nature of the professional development in which the study participants were involved. Interviews allow for richer, more in depth data collection than surveys. Interview studies tend to have smaller sample sizes than quantitative studies because of the extensive amount of time it takes to conduct interviews, have them transcribed, and then analyze the transcripts. This sample size-19 instructors from 6 different universities-is appropriate for an interview study. In LSE, text like this can be presented in the Introduction or as part of a separate section on Theoretical Framework They describe persona methodology, and then review how it has been applied to professional development in STEM. 2021).Īnother set of annotations from LSE's "Anatomy of an Education Study" explores how instructors' beliefs about student learning affect the way they teach introductory STEM classes ( Ferrare 2019).Īt this point, the authors pivot to explain the methodology they adopted for this research. 2017.Įven student-centered classrooms look different from each other based on the teaching decisions instructors make ( McConnell et al. Some of the articles with strategies include: Deslauries et al 2011, Haak et al 2011, Eddy and Hogan 2017, and Theobald et al. This struggle has inspired research about how to apply evidence-based practices in large-enrollment courses. Authors in LSE can either incorporate their theoretical framework into the Introduction or move it into a separate section. Social science research is typically driven by a theory, here, a change theory ( Reinhold and Andrews 2020). This paragraph introduces the theoretical framework used in this research. ( 2020) published a guide for teaching these scientific practices. ![]() The paragraph continues by unpacking the challenges to making this shift.Īfter the publication of this paper, Clemmons et al. The article begins with a strong statement about the need to change the way STEM is taught. ![]()
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