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Learning Design in Science Education: Perspectives from Designing a Graduate-Level Course in Evidence-Based Teaching of Science

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Title: Learning Design in Science Education: Perspectives from Designing a Graduate-Level Course in Evidence-Based Teaching of Science
Language: English
Authors: Downey, Ryan M., Downey, K. Breana, Jacobs, Jessica, Korthas, Holly, Melchor, George S., Speidell, Andrew, Waguespack, Hannah, Mulroney, Susan E., Myers, Adam K.
Source: Advances in Physiology Education. Dec 2022 46(4):651-657.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 7
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF), Education and Human Resources (EHR)
National Institute of Neurological Disorders and Stroke (NINDS) (DHHS/NIH)
Contract Number: T32041231
T32041218
DUE1822245
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Instructional Design, Science Instruction, Science Education, Graduate Study, Evidence Based Practice, Graduate Students, Training, Educational Theories, Best Practices, Active Learning, Minicourses, Student Developed Materials, Portfolios (Background Materials), Course Content, Educational Technology, STEM Education
DOI: 10.1152/advan.00069.2022
ISSN: 1043-4046
1522-1229
Abstract: Graduate students intending to pursue an academic career in the sciences have much to gain by learning to teach science but often have limited training opportunities. In response to this need, we designed a one-semester course, Learning Design in Science Education (LDSE), in which students receive formal training in pedagogical theory with role model demonstration of current best practices in active learning. Building from previous descriptions of similar courses, we added a practical experience for the students to utilize their new skills to design and teach a mini science course at the end of the semester. Additionally, students developed a teaching portfolio, complete with a personal teaching statement, syllabus, course materials, and evaluations from peers and faculty. Overall, the course was well received by the students and there are early indications that students benefited from their participation in the course. In this manuscript, we present the design and outcomes of the course, faculty and student perceptions, and thoughts on improvements for future semesters and its potential for use by others.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1369757
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Advances+in+Physiology+Education%22"><i>Advances in Physiology Education</i></searchLink>. Dec 2022 46(4):651-657.
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  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
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  Data: Graduate students intending to pursue an academic career in the sciences have much to gain by learning to teach science but often have limited training opportunities. In response to this need, we designed a one-semester course, Learning Design in Science Education (LDSE), in which students receive formal training in pedagogical theory with role model demonstration of current best practices in active learning. Building from previous descriptions of similar courses, we added a practical experience for the students to utilize their new skills to design and teach a mini science course at the end of the semester. Additionally, students developed a teaching portfolio, complete with a personal teaching statement, syllabus, course materials, and evaluations from peers and faculty. Overall, the course was well received by the students and there are early indications that students benefited from their participation in the course. In this manuscript, we present the design and outcomes of the course, faculty and student perceptions, and thoughts on improvements for future semesters and its potential for use by others.
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      – SubjectFull: Science Instruction
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