Abstract

Reform efforts in undergraduate science, technology, engineering, and mathematics (STEM) instruction often emphasize student-centered teaching approaches, but relatively little attention is paid to the way STEM teachers use discourse when interacting with their students. In the present study, we examined the instructional and discourse behaviors of biology faculty members (N = 20) teaching in undergraduate biology classes. Although we found that the biology teachers spent most of their time guiding student learning in active learning activities and less time presenting, an analysis of their classroom communicative approaches showed that the participants mostly used authoritative and not dialogic discourse to teach biology content. Similarly, we found a strong positive correlation between biology teachers guiding student learning and authoritative, interactive approaches, suggesting that these teachers mostly asked the students to recall facts or basic concepts rather than asking them to collaboratively build knowledge. We describe the implications of these findings and our results for undergraduate biology instruction.

中文翻译：

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即使采用主动学习策略进行教学，本科生生物学导师仍主要使用以教师为中心的话语

摘要

本科科学，技术，工程和数学（STEM）教学的改革工作通常强调以学生为中心的教学方法，但是对STEM老师与学生互动时使用话语的方式的关注相对较少。在本研究中，我们研究了生物学本科生课程中生物学教员（N = 20）的教学和话语行为。尽管我们发现生物学老师将大部分时间都花在了主动学习活动上，并引导了较少的时间来指导学生学习，但对他们课堂交往方法的分析表明，参与者大多使用权威性而非对话性的语言来教授生物学内容。同样，我们发现引导学生学习的生物学老师与权威的老师之间也存在着很强的正相关关系，互动方式，表明这些老师大多要求学生回忆事实或基本概念，而不是要求他们共同建立知识。我们描述了这些发现和我们的结果对本科生生物学教学的启示。