Barriers to the Use of Research-Based Instructional Strategies: The Influence of Both Individual and Situational Characteristics

Autor/inn/en	Henderson, Charles; Dancy, Melissa H.
Titel	Barriers to the Use of Research-Based Instructional Strategies: The Influence of Both Individual and Situational Characteristics
Quelle	In: Physical Review Special Topics - Physics Education Research, 3 (2007) 2, S.020102-1 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.3.020102
Schlagwörter	Educational Strategies; Educational Research; Physics; Conventional Instruction; Teaching Methods; College Science; Science Instruction; Introductory Courses; Interviews; College Faculty; Science Teachers; Teacher Attitudes; Instructional Design; Problem Solving; Teacher Role; Student Role; Student Participation; Interaction + Suchen Sie Ihr Suchwort? Lehrstrategie; Bildungsforschung; Pädagogische Forschung; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Interviewing; Interviewtechnik; Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Problemlösen; Lehrerrolle; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion
Abstract	Many proven research-based instructional strategies have been developed for introductory college-level physics. Significant efforts to disseminate these strategies have focused on convincing individual instructors to give up their traditional practices in favor of particular research-based practices. Yet evidence suggests that the findings of educational research are, at best, only marginally incorporated into typical introductory physics courses. In this paper we present partial results of an interview study designed to generate new ideas about why proven strategies are slow to integrate in mainstream instruction. Specifically we describe the results of open-ended interviews with five physics instructors who represent likely users of educational research. We found that these instructors have conceptions about teaching and learning that are more compatible with educational research than with their self-described instructional practices. Instructors often blamed this discrepancy on situational factors that favor traditional instruction. A theoretical model is introduced to explain these findings. (Contains 7 tables, 2 figures, and 40 notes.) (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Website: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10