ArticleCBE life sciences education2017
Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.
Article in CBE life sciences education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- Examining the influence ofJournal of microbiology & biology education · 2025Article
- Article
- Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors.CBE life sciences education · 2024Article
- Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices.CBE life sciences education · 2024Article
- Identifying factors associated with instructor implementation of three-dimensional assessment in undergraduate biology courses.PloS one · 2024Article
- Exploring the Complementarity of Measures of Instructional Practices.CBE life sciences education · 2023Article
- Experience with Scientific Teaching in Face-to-Face Settings Promoted Usage of Evidence-Based Practices during Emergency Remote Teaching.CBE life sciences education · 2022Article
- Using the Intended-Enacted-Experienced Curriculum Model to Map theCBE life sciences education · 2022Article
- Demystifying the Meaning of Active Learning in Postsecondary Biology Education.CBE life sciences education · 2020Article
- Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development.Science advances · 2020Article
- Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies.Journal of microbiology & biology education · 2020Article
- Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO).International journal of STEM education · 2018Article
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Authors and funding
3 authors.
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Abstract
The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.