Chemistry Professors' Perceptions of Undergraduate Learning

Autor/inn/en	Chichekian, Tanya; Hua, Olivia; Shore, Bruce M.
Titel	Chemistry Professors' Perceptions of Undergraduate Learning
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 9 (2018) 1, Artikel 3 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	Chemistry; Science Instruction; College Faculty; Undergraduate Students; Teacher Attitudes; Teaching Methods; Student Role; Teacher Role; Active Learning; Semi Structured Interviews; Research Universities; Barriers; Foreign Countries; Inquiry; Learning Processes; Student Research; Canada + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Aktives Lernen; Forschungseinrichtung; Ausland; Learning process; Lernprozess; Studentenforschung; Kanada
Abstract	This study investigated 27 chemistry professors' perceptions of learning in undergraduate education and their suggestions for adopting an inquiry-based pedagogical approach to teaching and learning. Semistructured interviews revealed that two thirds of participants perceived undergraduate learning in traditional ways such as the acquisition of basic facts in a discipline. One fifth perceived undergraduate education as an active way of learning, specifically taking advantage of existing opportunities for students to engage in research experiences. Four professors described learning as a balance between the roles undertaken by students and instructors, namely students becoming more involved in the process of asking questions. Suggestions on how to bring teaching and research closer together in undergraduate education included (a) seeking research opportunities, (b) providing authentic learning environments, (c) capturing students' curiosity, and (d) varying teaching methods. Although some statements did not provide a specific practical suggestion about how to achieve an inquiry-based pedagogical approach in higher education, a beginning of change was observed among chemistry professors' perceptions of students' roles toward one of active learning. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01