Background
Within STEM education, research on instructional practices has focused on ways to increase student engagement and thereby reap the associated benefits of increased learning, persistence, and academic success. These meaningful-learning goals have been tied most specifically to cognitive engagement, a construct that is often difficult for instructors to assess on their own. While it has been shown that certain instructional practices are tied to higher cognitive engagement in students, tools to measure instructional practices and student engagement have remained largely isolated in their development and use.

Results
This research uses previously developed instruments to simultaneously assess modes of cognitive engagement in students (Student Course Cognitive Engagement Instrument [SCCEI]) and instructional practices (Postsecondary Instructional Practices Survey [PIPS]) within a course. A sample of 19 STEM courses was recruited to participate in this study, with instructors and students each self-reporting data. Results from the instructor and students in each course were scored, and ANOVA and partial correlation analysis were conducted on the sample. ANOVA indicated the significance of and classroom structure on student engagement. From the correlation analysis, a significant relationship was found between four student-reported modes of cognitive engagement and instructor-reported teaching practices.

Conclusions
With an understanding of student engagement response to classroom structure, instructors may consider their teaching environment when implementing instructional practices. Moreover, Interactivity with Peers, the deepest mode of cognitive engagement suggested by previous research, was correlated with instructional practices in our study, suggesting that instructors may be able to shape their students’ learning by encouraging collaboration in the classroom. We also found that assessment played a role in students’ cognitive engagement; this indicates that instructors may wish to thoughtfully consider their methods of assessment to facilitate modes of cognitive engagement associated with deeper learning of course material. By understanding factor correlations, the PIPS and SCCEI can be used in tandem to understand impacts of instructional practices on student cognitive engagement within a course. We conclude that there is a need for ongoing research to study the interplay of instructional practices and student cognitive engagement as instruments are developed to measure such phenomena.



中文翻译：

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STEM课程中学生认知参与模式与教学实践之间的相关性

背景技术
在STEM教育中，对教学实践的研究集中在提高学生参与度的方法上，从而获得了学习，持久性和学术成功的相关好处。这些有意义的学习目标最明确地与认知参与联系在一起，这种构架通常很难让教师自己评估。虽然已经表明某些教学实践与学生较高的认知参与度相关，但衡量教学实践和学生参与度的工具在其开发和使用中仍处于很大程度上孤立的状态。

结果
这项研究使用以前开发的工具来同时评估课程中学生的认知参与模式（学生课程认知参与工具[SCCEI]）和教学实践（中学后教学实践调查[PIPS]）。招募了19个STEM课程的样本来参加本研究，其中教师和学生各自提供自我报告的数据。对每个课程的讲师和学生的结果进行评分，并对样本进行ANOVA和偏相关分析。方差分析表明课堂结构对学生参与的重要性。从相关性分析中，发现学生报告的四种认知参与模式与教师报告的教学实践之间存在显着关系。

结论
了解学生对课堂结构的参与度后，教师可以在实施教学实践时考虑其教学环境。此外，之前的研究提出的与同伴的互动是最深层的认知参与模式，与我们的研究中的教学实践相关联，这表明教师可以通过鼓励课堂合作来塑造学生的学习方式。我们还发现评估在学生的认知参与中发挥了作用。这表明教师可能希望考虑周到地考虑他们的评估方法，以促进与深度学习课程资料相关的认知参与模式。通过了解因素的相关性，PIPS和SCCEI可以串联使用，以了解教学实践对课程中学生认知参与的影响。我们得出的结论是，随着开发用于测量此类现象的工具，有必要进行持续的研究以研究教学实践与学生认知参与之间的相互作用。