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Autor/inn/en | Gardner, Grant E.; Brown, Evelyn; Grimes, Zachary; Bishara, Gina |
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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 |
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 |
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 |