Tensions between Depth and Breadth: An Exploratory Investigation of Chemistry Assistant Professors' Perspectives on Content Coverage

Autor/inn/en	Kraft, Annika; Popova, Maia; Erdmann, Robert M.; Harshman, Jordan; Stains, Marilyne
Titel	Tensions between Depth and Breadth: An Exploratory Investigation of Chemistry Assistant Professors' Perspectives on Content Coverage
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 2, S.567-576 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kraft, Annika) ORCID (Popova, Maia) ORCID (Harshman, Jordan) ORCID (Stains, Marilyne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Faculty; Science Teachers; Science Instruction; Chemistry; Context Effect; Teaching Methods; Teacher Attitudes; Barriers; Student Centered Learning; Outcomes of Education; Course Content; Undergraduate Students; Nebraska (Lincoln) + Suchen Sie Ihr Suchwort? Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernleistung; Schulerfolg; Kursprogramm
Abstract	Content coverage is frequently identified by faculty as a barrier to the implementation of student-centered instructional strategies. This need to cover content may be a personal belief faculty hold and/or an external requirement imposed (or perceived to be) on them ("e.g.," by their department, institution, accreditors, "etc."). Studies have shown improved learning outcomes for instructors that adhere to depth (as opposed to breadth) approaches. This study sought to characterize chemistry assistant professors' perspectives on content coverage and the reasoning supporting these perspectives. Nine chemistry assistant professors were interviewed, and constant comparative analysis was used to reveal patterns in faculty thinking. Most of the faculty participants appeared to lean to one side in "the debate" of content coverage and generally expressed that they were acting in the best interests of their students. For some their personal beliefs mainly drove their preference while for others, contextual factors contributed to their choice. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01