A Process of Pedagogical Change in College Science Education: Instructor Perspectives

Autor/in	Sengul, Ozden
Titel	A Process of Pedagogical Change in College Science Education: Instructor Perspectives
Quelle	In: Journal of College Science Teaching, 52 (2022) 2, S.88-94 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Science Instruction; College Faculty; Interdisciplinary Approach; Large Group Instruction; Teacher Attitudes; Teaching Methods; Outcomes of Education; Instructional Design; Evidence Based Practice; Undergraduate Study; Active Learning; Barriers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Grundstudium; Aktives Lernen
Abstract	This article aims to explore the experiences of science instructors who are active participants in the design and enactment of an interdisciplinary science course with student-centered pedagogy in a large-enrollment class. The data were collected through interviews with instructors and analyzed using the inductive thematic approach. Results show that the instructors discussed the benefits and challenges of using the previous passive-lecture format of the science course. Instructors believed that even though the previous format is easy to implement, it does not help students understand how scientists approach complex problems. In the new approach, the instructors prepared learning objectives to address expected learning outcomes. They integrated diverse research-based instructional strategies to enhance students' learning and interest in science but encountered some challenges. The instructors' experiences illustrate that planning and enacting an interactive science learning with an interdisciplinary approach is possible in undergraduate science education with appropriate support. The findings of this study can be a model for other universities to initiate changes in science instruction. (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