Exploring Barriers to the Use of Evidence-Based Instructional Practices

Autor/inn/en	Gardner, Grant E.; Brown, Evelyn; Grimes, Zachary; Bishara, Gina
Titel	Exploring Barriers to the Use of Evidence-Based Instructional Practices
Quelle	In: Journal of College Science Teaching, 51 (2021) 2, S.56-66 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Barriers; Evidence Based Practice; Teaching Methods; STEM Education; College Faculty; Teacher Attitudes; Knowledge Level; Predictor Variables + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Fakultät; Lehrerverhalten; Wissensbasis; Prädiktor
Abstract	Recent reform documents in postsecondary science, technology, engineering, and mathematics (STEM) fields recommend the use of evidence-based instructional practices (EBIPs) in the classroom. National surveys in the United States suggest a continued reliance on instructor-centered practices that have little evidentiary support for long-term impacts on student learning. This study utilized a cross-sectional survey research design to explore the awareness and use of EBIPs by STEM instructors at two large universities (n = 104) in the southeastern United States. Participants' perceived individual and situational barriers impaired their use of EBIPs. We also examined how these barriers may be related to faculty use of these instructional practices. Results indicate high awareness of many EBIPs but with little subsequent classroom use. Results also suggest that STEM faculty's gender and pedagogical beliefs may mediate what they perceive as significant barriers to EBIP implementation. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01