Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics
Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics
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DOI：
10.1103/physrevstper.3.020102
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发表时间：
2007-07-01
影响因子：
--
通讯作者：
Dancy, Melissa H.
中科院分区：
文献类型：
--
作者：
Henderson, Charles;Dancy, Melissa H.
对于大学物理入门课程，已经开发了许多行之有效的研究性教学策略。传播这些战略的重大努力侧重于说服个别教师放弃他们的传统做法，转而采用特定的基于研究的做法。然而，有证据表明，教育研究的成果充其量只是轻微地融入到典型的入门物理课程中。在这篇文章中，我们介绍了一项访谈研究的部分结果，该研究旨在产生新的想法，解释为什么被证明的策略在主流教学中的整合速度很慢。具体地说，我们描述了对五位物理教师的开放式采访的结果，他们代表了教育研究的潜在用户。我们发现，这些教师的教学观念更符合教育研究，而不是他们自我描述的教学实践。教师经常将这种差异归咎于有利于传统教学的情景因素。引入了一个理论模型来解释这些发现。
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.