Understanding the Use of Student-Centered Teaching Methods in Undergraduate Chemistry Courses

Autor/inn/en	Yoder, Ryan J.; Bobbitt-Zeher, Donna; Sawicki, Vanessa
Titel	Understanding the Use of Student-Centered Teaching Methods in Undergraduate Chemistry Courses
Quelle	In: Research in Science Education, 51 (2021), S.845-863 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoder, Ryan J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-9820-5
Schlagwörter	Student Centered Learning; Teaching Methods; Undergraduate Study; College Science; Chemistry; Undergraduate Students; Teacher Attitudes; Intention; Program Implementation; Institutional Characteristics; Predictor Variables; Faculty Development + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Chemie; Lehrerverhalten; Prädiktor
Abstract	A growing body of research suggests that student-centered teaching methods are associated with positive learning outcomes for undergraduate students. Yet, the extent of their use and factors leading to their adoption in fields, such as chemistry, continue to be under-explored. Utilizing survey data collected during 2015, we begin to fill this gap, first by considering the degree to which faculty and instructors use and plan to use various student-centered teaching methods in their undergraduate chemistry courses. Then, we examine three potential factors that may help us understand variation in (1) use of and (2) intentions to implement student-centered methods: attitudes toward teaching methods; teaching approaches; and institutional characteristics. Importantly, our findings suggest attitudes and individual teaching approaches are significant predictors of the use and intention to implement student-centered methods in the classroom. Perhaps surprisingly, several institutional factors examined (such as class size, percentage of time spent teaching, and type of institution) play no significant role. Given the positive student outcomes associated with various student-centered methods reported in literature, these findings suggest potential avenues for faculty and instructors' professional development toward further implementation of these methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01