科研之友
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摘要
The Diagnostic Question Cluster (DQC) project integrates education research and faculty development to articulate a model for the effective transformation of introductory biology and ecology teaching. Over three years, faculty members from a wide range of institutions used active teaching and DQCs, a type of concept inventory, as pre- and posttests to assess students%26apos; understanding of concepts about energy and matter across biological scales of organization. Surveys of the instructors indicated a substantial use of DQCs and active teaching, and nearly all of those faculty members participating in the research saw significant student gains and a large positive effect size between the pre- and posttests. Important programmatic components included reliable research-based conceptual questions and the associated active-learning exercises; formative examination of preinstruction data, including the students%26apos; written answers; a professional society for recruitment, workshops, and dissemination; progressive faculty growth over three years; and cooperative communities of practice. We propose that research-based conceptual inventories can be effective tools in faculty-development programs offered through biology professional societies.
- 出版日期2012-4
