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Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity 一年级本科生工程设计课程的效果:对学生自我效能感和专业技能影响的调查研究,重点关注性别和种族问题
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-01 DOI: 10.1186/s40594-024-00467-6
Jessica Sperling, Menna Mburi, Megan Gray, Lorrie Schmid, Ann Saterbak
Students’ academic self-efficacy maximizes likelihood for success and retention, yet prior research suggests that historically underrepresented (minoritized) undergraduate students in higher education and in college-level engineering show lower self-efficacy, which has been linked to histories of systemic exclusion. To address such gaps in student success, this work examines the effect of a new first-year undergraduate engineering design course on students’ self-efficacy, as measured by students’ assessment of their ability to achieve engineering design goals, and their confidence in their professional skills such as teamwork, communication, and leadership. It draws upon two aligned survey studies that examine this development (a) among the students participating in the course during the academic semester and (b) among both course participants and non-participants in the year following the course. Survey results for all students were considered, with attention to specific demographic subgroups traditionally underrepresented in engineering. Analyses indicate effect of the course on self-efficacy and other examined constructs, such as communication and teamwork, during the course semester and continued effects in engineering design self-efficacy and tinkering self-efficacy in the year following course participation. Results also reveal differences for specific racial/ethnic and gender/sex subgroups in numerous constructs, including suggestion of specific effect for female students. This study’s focus on the implication of engineering design education on self-efficacy and other critical professional outcomes, as well as its attention to specific demographic subgroups, adds to research on engineering education and the effect of design-focused coursework using project-based learning. The study indicates an increased potential role for such coursework, as early as the first year of a university trajectory, in fostering student growth and increased representation in the field. Findings on differences by gender/sex and by racial/ethnic groups, including clearer positive effect for female students but more complexity in effect for underrepresented racial/ethnic groups, support added research probing experience and outcomes within and across these groups.
学生的学术自我效能感能最大限度地提高成功和保留学籍的可能性,然而,先前的研究表明,在高等教育和大学工程学中,历史上代表人数不足(少数族裔)的本科生表现出较低的自我效能感,这与系统性排斥的历史有关。为了解决学生成功方面的这些差距,本研究考察了新的一年级本科生工程设计课程对学生自我效能感的影响,这种效能感是通过学生对自己实现工程设计目标的能力的评估,以及他们对团队合作、沟通和领导力等专业技能的信心来衡量的。本研究借鉴了两项统一的调查研究,分别考察了(a)参加该课程的学生在学期内的自我效能感发展情况,以及(b)参加该课程的学生和未参加该课程的学生在课程结束后一年内的自我效能感发展情况。我们考虑了所有学生的调查结果,并关注了传统上在工程学领域代表性不足的特定人口亚群。分析表明,该课程在学期内对自我效能感以及沟通和团队合作等其他考察指标产生了影响,并在课程结束后的一年内对工程设计自我效能感和修补自我效能感产生了持续影响。研究结果还揭示了特定种族/民族和性别/性 别小群体在许多方面的差异,包括对女生的特定影响。本研究关注工程设计教育对自我效能感和其他关键专业成果的影响,以及对特定人口亚群的关注,为工程教育研究和使用基于项目的学习方法的以设计为重点的课程效果增添了新的内容。研究表明,早在大学的第一年,这类课程在促进学生成长和提高学生在该领域的代表性方面就发挥了更大的潜在作用。关于性别/性 别和种族/民族群体差异的研究结果,包括对女生的积极影响更为明显,但对代表 性不足的种族/民族群体的影响则更为复杂,这些结果支持对这些群体内部和跨群体 的经验和成果进行更多的研究。
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引用次数: 0
The effects of educational robotics in STEM education: a multilevel meta-analysis 教育机器人在 STEM 教育中的效果:多层次荟萃分析
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-01 DOI: 10.1186/s40594-024-00469-4
Fan Ouyang, Weiqi Xu
Educational robotics, as emerging technologies, have been widely applied in the field of STEM education to enhance the instructional and learning quality. Although previous research has highlighted potentials of applying educational robotics in STEM education, there is a lack of empirical evidence to investigate and understand the overall effects of using educational robotics in STEM education as well as the critical factors that influence the effects. To fill this gap, this research conducted a multilevel meta-analysis to examine the overall effect size of using educational robotics in STEM education under K-16 education based on 30 effect sizes from 21 studies published between 2010 and 2022. Furthermore, we examined the possible moderator variables of robot-assisted STEM education, including discipline, educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition. Results showed that educational robotics had the moderate-sized effects on students’ STEM learning compared to the non-robotics condition. Specifically, educational robotics had moderate-sized effects on students’ learning performances and learning attitudes, and insignificant effects on the improvement of computational thinking. Furthermore, we examined the influence of moderator variables in robot-assisted STEM education. Results indicated that the moderator variable of discipline was significantly associated with the effects of educational robotics on STEM learning. Based on the findings, educational and technological implications were provided to guide future research and practice in the application of educational robotics in STEM education.
教育机器人作为新兴技术,已被广泛应用于 STEM 教育领域,以提高教学和学习质量。虽然以往的研究已经强调了教育机器人技术在 STEM 教育中的应用潜力,但目前还缺乏实证研究来调查和了解教育机器人技术在 STEM 教育中应用的总体效果以及影响效果的关键因素。为了填补这一空白,本研究基于 2010 年至 2022 年间发表的 21 项研究中的 30 个效应大小,进行了多层次荟萃分析,以考察在 K-16 教育阶段的 STEM 教育中使用教育机器人的总体效应大小。此外,我们还考察了机器人辅助STEM教育可能的调节变量,包括学科、教育水平、教师支持、教学策略、互动类型、干预持续时间、机器人类型和对照组条件。结果表明,与非机器人条件相比,教育机器人对学生的 STEM 学习具有中等规模的影响。具体来说,教育机器人对学生的学习成绩和学习态度有中等程度的影响,而对计算思维能力的提高影响不大。此外,我们还研究了机器人辅助 STEM 教育中调节变量的影响。结果表明,学科这一调节变量与教育机器人对 STEM 学习的影响显著相关。根据研究结果,我们提出了教育和技术方面的启示,以指导未来在 STEM 教育中应用教育机器人的研究和实践。
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引用次数: 0
Can training and apprentice programs in STEM increase worker life satisfaction and optimism? 科学、技术、工程和数学领域的培训和学徒计划能否提高工人的生活满意度和乐观程度?
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-29 DOI: 10.1186/s40594-023-00461-4
Yung Chun, Jason Jabbari, Wenrui Huang, Carol Graham
Despite the significant relationship between life satisfaction and education, less is known about the connection between life satisfaction and informal learning in the context of training and apprenticeship programs. This paper examines the influence of the LaunchCode program, a novel training and apprentice program in STEM, on participant’s life satisfaction and optimism. We also explore mediating roles of STEM employment and earnings, as well as moderating role of participants’ educational attainment levels. We find high life satisfaction and optimism among those who completed both the training course and the apprenticeship component. In addition, we find a significant mediation effect of STEM employment on the relationships between program participation and current life satisfaction, as well as optimism, among the apprenticeship completers. Finally, we find a significant moderation effect of one’s education level on the relationship between program completion and finding a STEM job, such that participants with a college degree are more likely to secure STEM employment through coursework alone. Our findings highlight the significance of apprenticeships in increasing life satisfaction and optimism, as well as the importance of STEM employment in explaining the significant effect of apprenticeships on life satisfaction and optimism. These findings suggest that what people do for a living is more important than how much they earn. However, while apprenticeships may offer an alternative route to the labor market, education may still facilitate connections to STEM employment in the absence of an apprenticeship.
尽管生活满意度与教育之间存在着重要关系,但人们对生活满意度与培训和学徒计划背景下的非正式学习之间的联系却知之甚少。本文研究了 LaunchCode 计划--一个新颖的 STEM 培训和学徒计划--对参与者生活满意度和乐观情绪的影响。我们还探讨了 STEM 就业和收入的中介作用,以及参与者受教育程度的调节作用。我们发现,同时完成培训课程和学徒计划的学员的生活满意度和乐观度都很高。此外,我们还发现,在完成学徒培训的学员中,STEM 就业对计划参与和当前生活满意度以及乐观情绪之间的关系具有重要的调节作用。最后,我们发现个人的教育水平对项目完成与找到 STEM 工作之间的关系有明显的调节作用,例如,拥有大学学位的参与者更有可能仅通过课程学习获得 STEM 就业。我们的研究结果凸显了学徒制在提高生活满意度和乐观程度方面的重要性,以及 STEM 就业在解释学徒制对生活满意度和乐观程度的显著影响方面的重要性。这些研究结果表明,人们的职业比他们的收入更重要。然而,虽然学徒制可以为进入劳动力市场提供另一条途径,但在没有学徒制的情况下,教育仍可促进与 STEM 就业的联系。
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引用次数: 0
Gender patterns in engineering PhD teaching assistant evaluations corroborate role congruity theory 工程学博士助教评价中的性别模式证实了角色一致性理论
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-29 DOI: 10.1186/s40594-023-00460-5
C. A. Evans, K. Adler, D. Yucalan, L. M. Schneider-Bentley
The body of work regarding gender bias in academia shows that female instructors are often rated lower by students than their male counterparts. Mechanisms are complex and intersectional and often associated with role congruity theory. Little research has examined parallel patterns in graduate teaching assistant (TA) evaluations. In research institutions, TAs make up a large portion of teaching teams. Identifying bias and working to remove it is critical to shifting the already-well-documented gender imbalance in higher education. To evaluate gender-associated perceptions of graduate TAs’ teaching skills, we analyzed Likert-scale, mid-semester survey data using ordinal logistic regression models for PhD TAs in five (pre-COVID) semesters in the College of Engineering at Cornell University, a large R1 institution in the United States. We also regressed scores for each survey question against the overall TA quality rating for male- and female-identifying TAs to compare the strength of those relationships and explore potential differences in student expectations associated with gender roles. A subset of narrative comment data were coded into themes, analyzed, and triangulated with other observed patterns. Male TAs had a higher likelihood of receiving a better rating than female TAs for all survey questions in which students rated performance. Statistical evidence of different slopes of relationships between particular questions and overall TA quality rating suggested that female and male TAs were “valued” more for behaviors/attributes congruent with roles ascribed to that gender in broader society. Female TAs received a higher proportion of positive comments for communication skills and more comments regarding supportiveness than male TAs. Males received more comments about their overall value as TAs, however all comments regarding overall quality as TAs were positive regardless of gender. The amount and proportion of comments that were positive or negative for knowledge, enthusiasm, preparedness or fairness were the same for male and female TAs. Gender-based disparity is occurring in TA evaluations and aligns with patterns observed in research on teaching evaluations for faculty. Correlation between overall TA ratings and scores for specific survey questions and narrative responses indicate that role congruity influences traits that students perceive as important and positive in TAs of different genders.
有关学术界性别偏见的大量研究表明,女教师在学生心目中的评分往往低于男教师。这种机制是复杂的、交叉的,通常与角色一致性理论有关。很少有研究对研究生助教(TA)评价中的类似模式进行研究。在研究机构中,助教占教学团队的很大一部分。发现偏见并努力消除偏见,对于改变高等教育中已被充分证明的性别失衡现象至关重要。为了评估与性别相关的对研究生助教教学技能的看法,我们使用序数逻辑回归模型对康奈尔大学(美国一所大型 R1 院校)工程学院博士助教五个学期(COVID 前)的李克量表、学期中调查数据进行了分析。我们还将每个调查问题的得分与男性和女性助教的总体助教质量评分进行了回归,以比较这些关系的强度,并探索与性别角色相关的学生期望的潜在差异。对一部分叙述性评论数据进行了主题编码、分析,并与其他观察到的模式进行了三角测量。在学生评价表现的所有调查问题中,男性助教获得较好评价的可能性都高于女性助教。特定问题与助教质量总体评分之间不同斜率关系的统计证据表明,女性和男性助教的行为/属性与社会赋予该性别的角色相一致,因而更受 "重视"。与男性助教相比,女性助教在沟通技巧方面获得的正面评价比例更高,在支持性方面获得的评价也更多。男性获得了更多关于其作为助教的整体价值的评论,但无论性别如何,所有关于助教整体素质的评论都是正面的。男性和女性助教在知识、热情、准备或公平性方面的正面或负面评论的数量和比例是相同的。助教评价中出现了性别差异,这与教师教学评价研究中观察到的模式一致。助教的总体评价与特定调查问题和叙述性回答的得分之间的相关性表明,角色一致性影响着学生认为不同性别的助教所具有的重要和积极的特质。
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引用次数: 0
Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities 职前小学教师的理工科教学自我效能感和成果预期:通过不同的课程模式探索效能感来源经验的影响
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-25 DOI: 10.1186/s40594-024-00464-9
Rebekah Hammack, Ibrahim Yeter, Christina Pavlovich, Tugba Boz
Teacher efficacy is one of the most influential components for effective instruction, highlighting the importance of providing preservice teachers (PSTs) with opportunities to learn how to teach engineering during their college preparatory coursework. Making space for engineering instruction within science methods coursework could provide opportunities for PSTs to enhance their engineering teaching efficacy but also requires course instructors to give up some time previously devoted to science-focused instruction. The purpose of the current study was to explore how infusing engineering learning opportunities into a science methods course impacts PSTs’ engineering and science teaching efficacy and outcome expectancy. Pre/post-surveys were completed by PSTs enrolled in a Kindergarten-8th grade science methods course offered in four modalities (i.e., face-to-face, hybrid, online, rapid shift online). The course offered multiple engineering-focused learning activities and vicarious experiences. PSTs’ science teaching efficacy beliefs, engineering teaching efficacy beliefs, science teaching outcome expectancy, and engineering teaching outcome expectancy all significantly increased from pre- to post-test. There was no significant difference between efficacy gains based on course modality. The purposeful inclusion of multiple engineering activities and vicarious experiences allows for significant gains in science and engineering teaching efficacy and outcome expectancy regardless of the modality in which the course is taken. This study shows that having varied efficacy source experiences while learning engineering design can result in increased efficacy, even in the absence of field experience and face-to-face coursework, and that the inclusion of these engineering experiences with science methods coursework does not detract from enhancing science teaching efficacy beliefs and outcome expectancy. Further research is needed to more closely examine individual components of science methods courses and the impacts each component has when implemented using different course modalities.
教师的效能感是有效教学中最具影响力的因素之一,这就凸显了为职前教师(PSTs)提 供机会,让他们在大学预科期间学习如何教授工程学的重要性。在科学方法课程中为工程学教学留出空间,可以为职前教师提供提高工程学教学效能的 机会,但也要求课程教师放弃一些以前用于科学教学的时间。本研究旨在探讨在科学方法课程中注入工程学学习机会如何影响专业技术人员的工程学和科学教学效能以及成果预期。参加幼儿园至八年级科学方法课程的专业技术人员以四种方式(即面对面、混合式、在线、快速转移在线)完成了前后调查。该课程提供了多种以工程学为重点的学习活动和替代体验。从测试前到测试后,PSTs 的科学教学效能感、工程学教学效能感、科学教学成果预期和工程学教学成果预期都有显著提高。不同课程模式下的效能感提升没有明显差异。有目的性地纳入多种工程活动和替代体验,使科学和工程学教学效能感和成果预期有了明显的提高,而与课程的学习方式无关。这项研究表明,在学习工程设计的过程中,即使没有实地体验和面对面的课程学习,拥有不同的效能源体验也能提高效能,而且在科学方法课程学习中加入这些工程体验并不会影响科学教学效能信念和结果预期的提高。还需要进一步开展研究,以便更仔细地研究科学方法课程的各个组成部分,以及每个组成部分在使用不同课程模式实施时产生的影响。
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引用次数: 0
The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education 在中学科学、技术、工程和数学教育的计算机辅助协作探究学习过程中实施作为支架的同伴评价
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-25 DOI: 10.1186/s40594-024-00465-8
Amber Van Hoe, Joel Wiebe, Tijs Rotsaert, Tammy Schellens
Computer-supported collaborative inquiry learning (CSCiL) has been proposed as a successful learning method to foster scientific literacy. This research aims to bridge the knowledge gap surrounding the role of peers as scaffolding sources in CSCiL environments. The primary objective is to explicitly implement peer assessment as a scaffolding tool to enhance students' inquiry output in terms of research question, data, and conclusion. Additionally, students’ perceptions of peer assessment within CSCiL are explored. The study involved 9th and 10th-grade students from 12 schools (N = 382), exploring the effects of peer assessment with and without peer dialogue. The results highlight that while adjustments were more frequently made to the research question and data, adjustments to the conclusion showed significantly greater improvement. Furthermore, students’ perceptions of peer assessment during CSCiL were examined, revealing that students generally perceive peer assessment as fair and useful, and they accept it while being willing to make improvements based on the feedback. While students did not report experiencing negative feelings, they also did not report positive emotions from the process. Additionally, the study found that including a peer dialogue in the peer assessment process did not significantly impact the abovementioned findings. This study enriches our understanding of peer assessment as a scaffolding tool in CSCiL, highlighting its potential to improve inquiry outputs and providing valuable insights for instructional design and implementation.
计算机支持的协作探究学习(CSCiL)被认为是培养科学素养的成功学习方法。本研究旨在弥补在 CSCiL 环境中同伴作为支架源的作用方面的知识差距。主要目的是明确实施同伴评价作为一种支架工具,以提高学生在研究问题、数据和结论方面的探究成果。此外,还探讨了学生对 CSCiL 中同伴评价的看法。这项研究涉及 12 所学校的九年级和十年级学生(N = 382),探讨了有同伴对话和没有同伴对话的同伴评价的效果。研究结果表明,虽然对研究问题和数据的调整更为频繁,但对结论的调整却显示出更大的改进。此外,研究还考察了学生对 CSCiL 期间同伴评价的看法,结果显示,学生普遍认为同伴评价是公平和有用的,他们接受评价,同时愿意根据反馈做出改进。虽然学生们没有报告经历了负面情绪,但也没有报告从这一过程中获得了积极情绪。此外,研究还发现,在同伴互评过程中加入同伴对话并不会对上述结果产生重大影响。这项研究丰富了我们对互评作为 CSCiL 支架工具的理解,突出了其改善探究产出的潜力,并为教学设计和实施提供了宝贵的见解。
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引用次数: 0
Nine years of development in establishing the journal as a learning and research hub in STEM education 经过九年的发展,该期刊已成为 STEM 教育领域的学习和研究中心
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-11 DOI: 10.1186/s40594-023-00459-y
Yeping Li
From August 2014 to July 2023, the International Journal of STEM Education went through nine publication cycle years. In this editorial, I provide a brief summary of the journal’s development up to and including its ninth publication cycle year (August 2022–July 2023), and share insights about the journal’s efforts in establishing itself as a worldwide learning and research hub for the broad STEM education community.
从 2014 年 8 月到 2023 年 7 月,《国际 STEM 教育杂志》经历了九个出版周期年。在这篇社论中,我简要总结了该期刊截至第九个出版周期年(2022 年 8 月至 2023 年 7 月)的发展情况,并分享了该期刊为将自身打造成广大 STEM 教育界的全球学习和研究中心所做的努力。
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引用次数: 0
Using intensive longitudinal methods to quantify the sources of variability for situational engagement in science learning environments 使用密集的纵向方法量化科学学习环境中情境参与的可变性来源
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-30 DOI: 10.1186/s40594-023-00449-0
Joshua M. Rosenberg, Patrick N. Beymer, Vicky Phun, Jennifer A. Schmidt
Situational engagement in science is often described as context-sensitive and varying over time due to the impact of situational factors. But this type of engagement is often studied using data that are collected and analyzed in ways that do not readily permit an understanding of the situational nature of engagement. The purpose of this study is to understand—and quantify—the sources of variability for learners’ situational engagement in science, to better set the stage for future work that measures situational factors and accounts for these factors in models. We examined how learners' situational cognitive, behavioral, and affective engagement varies at the situational, individual learner, and classroom levels in three science learning environments (classrooms and an out-of-school program). Through the analysis of 12,244 self-reports of engagement collected using intensive longitudinal methods from 1173 youths, we found that the greatest source of variation in situational engagement was attributable to individual learners, with less being attributable to—in order—situational and classroom sources. Cognitive engagement varied relatively more between individuals, and affective engagement varied more between situations. Given the observed variability of situational engagement across learners and contexts, it is vital for studies targeting dynamic psychological and social constructs in science learning settings to appropriately account for situational fluctuations when collecting and analyzing data.
科学中的情境参与通常被描述为情境敏感的,并且由于情境因素的影响而随时间变化。但这种类型的参与通常是通过收集和分析数据来研究的,这些数据的收集和分析方式并不容易让人理解参与的情境本质。本研究的目的是理解和量化学习者情境参与科学的可变性来源,以便更好地为未来测量情境因素和在模型中解释这些因素的工作奠定基础。我们研究了在三种科学学习环境(课堂和校外项目)中,学习者的情境认知、行为和情感投入在情境、个体学习者和课堂水平上的变化。通过对1173名青少年使用密集纵向方法收集的12,244份参与自我报告的分析,我们发现情景投入的最大变化来源可归因于学习者个人,而较少归因于情境和课堂来源。认知投入在个体之间差异较大,情感投入在不同情境之间差异较大。鉴于在学习者和语境中观察到的情境参与的可变性,在收集和分析数据时,针对科学学习环境中动态心理和社会结构的研究,适当地考虑情境波动是至关重要的。
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引用次数: 0
STEM education institutional change projects: examining enacted approaches through the lens of the Four Categories of Change Strategies Model STEM教育机构变革项目:透过“四类变革策略模型”检视已制定的方法
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-22 DOI: 10.1186/s40594-023-00458-z
S. Feola, J. E. Lewis, J. D. McAlpin, L. B. Prevost, J. Skvoretz, M. Stains, B. A. Couch, B. Earl, J. P. Ziker, A. K. Lane, S. E. Shadle
Enacting STEM education reform is a complex task and there are a variety of approaches that might be selected by change agents. When working on an institutional change project to impact multiple parts of the STEM education system, teams of change agents may select multiple strategies and tactics to enact at one time and over multiple years of a project. However, the literature lacks studies which document and analyze strategies and tactics used by change project teams in a way that can be useful for other change agents. The current study seeks to fill this gap by investigating National Science Foundation-funded change initiatives at three public research universities focused on encouraging the adoption of evidenced-based instructional practices by STEM faculty in order to understand the strategies used within and across projects. Qualitative framework analysis using the lens of the Henderson et al. (Journal of Research in Science Teaching 48(8): 952–984, 2011. https://doi.org/10.1002/tea.20439 ) Four Categories of Change Strategies Model showed that institutional projects enact a wide range of tactics that span the four strategies represented in the four categories of the model both across institutions and within each institution. The analysis documents a number of change tactics not previously described by the model and offers expanded definitions of the change processes that operate within each category in the context of institutional change projects. This descriptive work advances our understanding of the breadth and depth of actions taken by institutional change initiatives and provides insights into types of variations that might be observed based on different institutional contexts. The current analysis both affirms the value of the original model and identifies expanded ways to think about the four categories within the context of institutional change projects.
实施STEM教育改革是一项复杂的任务,变革推动者可以选择多种方法。当致力于影响STEM教育系统多个部分的制度变革项目时,变革推动者团队可能会选择多种战略和策略来实施,并在项目的多年时间内实施。然而,文献缺乏记录和分析变更项目团队使用的策略和战术的研究,这种方法对其他变更代理人有用。目前的研究旨在通过调查美国国家科学基金会资助的三所公立研究型大学的变革计划来填补这一空白,这些计划的重点是鼓励STEM教师采用基于证据的教学实践,以了解项目内部和跨项目使用的策略。基于Henderson等人视角的定性框架分析[j] .科学教学研究杂志48(8):952-984,2011。https://doi.org/10.1002/tea.20439)四类变化策略模型表明,机构项目制定了广泛的策略,这些策略跨越了模型的四类所代表的四种策略,既跨机构又在每个机构内部。该分析记录了模型之前没有描述的许多变化策略,并提供了在制度变化项目的背景下在每个类别中操作的变化过程的扩展定义。这种描述性的工作促进了我们对制度变革倡议所采取行动的广度和深度的理解,并提供了基于不同制度背景可能观察到的变化类型的见解。当前的分析既肯定了原始模型的价值,又确定了在制度变革项目的背景下思考这四个类别的扩展方法。
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引用次数: 0
ChatGPT and its ethical implications for STEM research and higher education: a media discourse analysis ChatGPT及其对STEM研究和高等教育的伦理意义:媒体话语分析
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-16 DOI: 10.1186/s40594-023-00452-5
Benjamin H. Nam, Qiong Bai
With the increasing demand brought on by the beginning of the fourth industrial revolution in the period of post-digital education and bio-digital technology, artificial intelligence (AI) has played a pivotal role in supporting human intelligence and contributing to intellectuals within science, technology, science, and mathematics (STEM) and in the broader field of higher education. Thus, this study examines how writers for mainstream STEM journals and higher education magazines perceive the impact of ChatGPT, a powerful AI chatbot, on STEM research and higher education. ChatGPT can generate realistic texts based on user prompts. However, this platform also poses ethical challenges for academic integrity, authorship, and publication. Using a comparative media discourse analysis approach, this study analyzes 72 articles from four media outlets: (a) Springer Nature; (b) The Chronicle of Higher Education; (c) Inside Higher Ed; and (d) Times Higher Education. The results show that the writers expressed various concerns and opinions about the potential conflicts and crises caused by ChatGPT in three areas: (a) academic research and publication; (b) teaching and learning; and (c) human resources management. This study concludes with some policy implications and suggestions for future research on ChatGPT and AI ethics in academia by reilluminating the most overarching policy concerns related to ethical writing in STEM research and higher education and limitations to the blindness to authorship and academic integrity among diverse stakeholders.
随着第四次工业革命的开始,后数字教育和生物数字技术时代的需求不断增加,人工智能(AI)在支持人类智能和为科学、技术、科学和数学(STEM)领域以及更广泛的高等教育领域的知识分子做出贡献方面发挥了关键作用。因此,本研究考察了主流STEM期刊和高等教育杂志的作者如何看待ChatGPT(一个强大的人工智能聊天机器人)对STEM研究和高等教育的影响。ChatGPT可以根据用户提示生成逼真的文本。然而,这个平台也对学术诚信、作者身份和出版提出了道德挑战。采用比较媒介话语分析方法,本研究分析了来自四家媒体的72篇文章:(a)施普林格·自然;(b)《高等教育纪事》;(c)内部高等教育;(d)泰晤士高等教育。结果表明,作者在三个方面表达了对ChatGPT潜在冲突和危机的各种关注和观点:(a)学术研究和出版;(b)教与学;(三)人力资源管理。本研究通过重新阐明STEM研究和高等教育中与伦理写作相关的最重要的政策问题,以及不同利益相关者对作者身份和学术诚信的盲目性的限制,为ChatGPT和人工智能伦理在学术界的未来研究提供了一些政策启示和建议。
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International Journal of Stem Education
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