How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction
How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction
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DOI：
10.1103/physrevphyseducres.12.010110
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发表时间：
2016-02-22
影响因子：
3.1
通讯作者：
Turpen, Chandra
中科院分区：
文献类型：
--
作者：
Dancy, Melissa;Henderson, Charles;Turpen, Chandra
如何有效地推广和持续使用研究性教学策略是当前大学物理教育发展的一个重要障碍。在本文中，我们解决了这种缺乏知识的采访研究报告的35个物理教师，不同的机构类型，谁是自我报告的用户，以前的用户，或知识渊博的非用户的研究为基础的教学策略同伴教学。访谈问题包括在这个分析集中在教师的经验，知识，并使用同伴指导，沿着一般问题，目前和过去的教学方法所使用的受访者。主要研究结果包括：（一）教师自我报告的用户状态是一个不可靠的措施，他们的实际做法。(ii)教师通常会修改特定的教学策略，并可能修改基本组成部分。(iii)教师往往不知道他们声称知道或使用的教学策略的基本特征。(iv)与讲习班、论文、网站等正式渠道相比，非正式的社会互动在传播过程中提供了一个重要的沟通渠道，经常由变革推动者推动，以及（v）作为研究生或通过课程编制工作获得基于研究的战略的经验可能具有很大的影响力。这些研究结果表明，教育转型，可以更好地促进教师的沟通，支持教师在实施过程中进行有效的修改，并承认和理解非正式的社会互动作为一种传播模式的巨大影响。
The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who were self-reported users of, former users of, or knowledgeable nonusers of the research-based instructional strategy Peer Instruction. Interview questions included in this analysis focused on the faculty's experiences, knowledge, and use of Peer Instruction, along with general questions about current and past teaching methods used by the interviewee. The primary findings include the following: (i) Faculty self-reported user status is an unreliable measure of their actual practice. (ii) Faculty generally modify specific instructional strategies and may modify out essential components. (iii) Faculty are often unaware of the essential features of an instructional strategy they claim to know about or use. (iv) Informal social interactions provide a significant communication channel in the dissemination process, in contrast to the formal avenues of workshops, papers, websites, etc., often promoted by change agents, and (v) experience with research-based strategies as a graduate student or through curriculum development work may be highly impactful. These findings indicate that educational transformation can be better facilitated by improving communication with faculty, supporting effective modification by faculty during implementation, and acknowledging and understanding the large impact of informal social interactions as a mode of dissemination.