Look Who's Talking: Teaching and Discourse Practices across Discipline, Position, Experience, and Class Size in STEM College Classrooms.

ABSTRACT: Students are more likely to learn in college science, technology, engineering, and math (STEM) classrooms when instructors use teacher discourse moves (TDMs) that encourage student engagement and learning. However, although teaching practices are well studied, TDMs are not well understood in college STEM classrooms. In STEM courses at a minority-serving institution (MSI; n = 74), we used two classroom observation protocols to investigate teaching practices and TDMs across disciplines, instructor types, years of teaching experience, and class size. We found that instructors guide students in active learning activities, but they use authoritative discourse approaches. In addition, chemistry instructors presented more than biology instructors. Also, teaching faculty had relatively high dialog

SUBMITTER: Alkhouri JS 

PROVIDER: S-EPMC8490930 | biostudies-literature | 2021 Oct

REPOSITORIES: biostudies-literature