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Carl Wieman Science Education Initiative at the University of British Columbia.

时间:2013-08-29 13:31:43  来源:  作者:

 http://www.cwsei.ubc.ca/

GOAL

The goal of the CWSEI is to achieve highly effective, evidence-based science education for all post-secondary students by applying the latest advances in pedagogical and organizational excellence.

There are two aspects to the CWSEI’s “evidence-based” approach:
Guiding efforts by the established evidence base (research) on how people learn science and effective pedagogical approaches
Obtaining evidence as to the student learning achieved with current and new practices
The CWSEI supports work at the Departmental level to achieve sustained widespread improvement in learning, based around three core components.

THE THREE CORE COMPONENTS FOR IMPROVING EDUCATION

1) Establish what students should learn
This means faculty members laying out learning goals for the programs and all the individual courses in operational terms of what students should be able to do if they learned what the departmental faculty would like them to. These goals should include EVERYTHING the faculty hope students to learn, from concepts to vocabulary to specialized skills to habits of the mind, …

Establishing clear goals informs the design of curriculum, teaching, and evaluation methods.

2) Determine what students are actually learning
Systematically gather data on students’ problem-solving ability, conceptual understanding, attitudes, and skills in the areas where faculty members have identified learning goals.

Methods for measuring student learning include:
in-depth interviews to reveal student understanding
observing problem-solving in the particular course of interest
review of suitable research literature
surveying current students and alumni
analyzing exam results (particularly open-ended questions)
using validated assessment instruments, and/or developing new ones to probe all those areas of learning that the department cares about
3) Improving student learning
This is primarily where teaching comes in and is addressing the question of "how do we now move the students from where they are to where they meet the goals we have set?"

Strategies include:
adapting proven practices
introducing and testing new research-based practices
ensuring course sequences and goals are properly aligned to student preparation and capabilities
continuously evaluating effectiveness using methods detailed in Step Two
Reviewing and revising learning goals as appropriate

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