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Refining a model for understanding and characterizing instructor pedagogy in informal physics learning environments
Physical Review Physics Education Research ( IF 3.1 ) Pub Date : 2020-11-20 , DOI: 10.1103/physrevphyseducres.16.020137
Michael B. Bennett , Brett Fiedler , Noah D. Finkelstein

Public engagement is an important component of the operation of many physics organizations, such as physics departments. However, comparatively little work has been done to systematize the study of pedagogical approaches in these informal environments, which may contain unique affordances and challenges compared to formal settings. A 2016 study took an important step toward a comprehensive understanding of pedagogy in informal environments by developing a model articulating three so-called “modes of pedagogy,” utilizing cultural-historical activity theory to categorize pedagogy of volunteer instructors. To build upon this model, we have conducted a more thorough study at a University of Colorado Boulder-based informal physics education program, following similar methods but expanding upon the methodology to generate more robust insights into instructors’ pedagogy. The study has produced three major results. First, we have broadly corroborated the findings of the 2016 study, observing similar distributions of enacted pedagogical preferences among our volunteer instructors. Second, we have expanded upon recommendations in the 2016 study for methods of instructor preparation; specifically, we find that presemester training is insufficient to effect a lasting change in instructors’ enacted pedagogy. Third, we have refined the pedagogical modes model presented in that work, moving away from a categorical articulation of the modes in favor of a model where instructors’ pedagogy is characterized by combinations of traits and mediated by their overarching objectives for students. These two novel additions to the pedagogical modes framework allow for a more nuanced and comprehensive characterization of the pedagogical techniques used by instructors in informal learning environments, improving both our understanding of the methods of informal pedagogy and our ability to prepare instructors to succeed.

中文翻译:

完善用于在非正式物理学习环境中理解和表征教师教学法的模型

公众参与是许多物理组织(例如物理部门)运作的重要组成部分。但是,在这些非正式环境中,为使教学方法的研究系统化所做的工作相对较少,与正式环境相比,这可能包含独特的能力和挑战。2016年的一项研究朝着全面理解非正式环境中的教学法迈出了重要的一步,它开发了一个模型,阐明了三种所谓的“教学法”,利用文化历史活动理论对志愿者指导者的教学法进行了分类。为了建立这种模型,我们在科罗拉多大学博尔德分校的非正式物理教育计划中进行了更深入的研究,遵循类似的方法,但扩展了方法,以对教师的教学法产生更强大的见解。该研究产生了三个主要结果。首先,我们广泛证实了2016年研究的结果,观察了我们的志愿教练中已制定的教学偏好的相似分布。其次,我们扩展了2016年研究中有关教师准备方法的建议;具体而言,我们发现学前培训不足以对教师制定的教学法产生持久的影响。第三,我们完善了该工作中提出的教学模式模型,从模式的明确表述转向了一种模式,在这种模式中,教师的教学法以特质的组合为特征,并以学生的总体目标为中介。
更新日期:2020-11-21
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