Background
The Classroom Observation Project employs direct observations of geoscience teaching across the USA using the Reformed Teaching Observation Protocol (RTOP) to quantify the use of reformed teaching practices. We report on 345 RTOP observations used to evaluate the extent of teaching reform when curricular materials developed as part of the InTeGrate Project (ITG) were used. The InTeGrate Project has published 40 modules of curricular materials that teach geoscience in the context of societal issues and support instructors through guided use of student-centered instructional practices. All ITG materials were developed by teams of instructors, follow a consistent structure, and were evaluated against a project rubric.

Results
RTOP scores for classes observed when ITG materials were used (ITG; n = 50, M = 54.0) are significantly higher than RTOP scores for classes observed when ITG materials were not used (non-ITG; n = 295; M = 39.8; p < .0001). ITG observations all have RTOP scores in the student-centered (≥ 50) or transitional (31–49) instructional categories, and none in the teacher-centered instructional category (≤ 30), demonstrating that ITG materials support more student-centered teaching in class sessions where they are used. In 33 paired observations of the same instructor teaching with and without ITG materials, mean RTOP scores when teaching with ITG are greater than mean RTOP scores when teaching without ITG ( M = 54 and M = 47.1, respectively).

Conclusions
RTOP observations reveal that more student-centered instructional practices occur in class sessions in which ITG materials are used. There is a small range of RTOP scores when individual ITG activities are used by multiple instructors, suggesting that using ITG materials results in a consistent quality of instruction. The complete absence of teacher-centered instruction when using ITG materials means the materials are a useful resource for practicing reformed teaching methods. The model of the ITG Project in the creation and broad dissemination of ready-made curricula for use in large numbers of classrooms can be replicated to transform teaching and learning in other disciplinary communities.



中文翻译：

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用社区开发的教材来改变教育：STEM大学教室直接观察的证据

背景
课堂观察项目采用改革后的教学观察协议（RTOP）对全美国的地球科学教学进行直接观察，以量化改革后的教学实践的使用。我们报告了345个RTOP观测值，这些观测值用于评估使用作为InTeGrate项目（ITG）的一部分开发的课程材料时的教学改革程度。InTeGrate项目已经发布了40个课程模块模块，这些模块在社会问题的背景下教授地球科学，并通过指导性使用以学生为中心的教学方法来支持教师。所有ITG资料都是由讲师团队开发的，遵循一致的结构，并根据项目准则进行了评估。

结果
使用ITG材料时观察到的类别的RTOP得分（ITG； n = 50， M = 54.0）显着高于不使用ITG材料时观察到的类别的RTOP得分（非ITG； n = 295； M = 39.8； p <.0001）。ITG观察结果在以学生为中心（≥50）或过渡性（31-49）教学类别中均具有RTOP得分，而在以教师为中心的教学类别（≤30）中均没有RTOP得分，这表明ITG资料支持在以学生为中心的教学使用它们的课程。在使用和不使用ITG教材的情况下，对同一位讲师进行的33个配对观察中，使用ITG进行教学时的平均RTOP得分高于不使用ITG进行教学时的平均RTOP得分（分别为 M = 54和 M = 47.1）。

结论
RTOP的观察表明，在使用ITG资料的课堂上，有更多以学生为中心的教学实践。当多位教师使用单独的ITG活动时，RTOP得分的范围很小，这表明使用ITG资料会产生一致的教学质量。使用ITG资料时，完全没有以教师为中心的教学方式，这意味着该资料对于实施改革后的教学方法是有用的资源。ITG项目在创建和广泛传播用于大量教室的现成课程中的模式可以复制，以改变其他学科社区的教学方式。