Obstacles to instructional innovation according to college science and mathematics faculty
Obstacles to instructional innovation according to college science and mathematics faculty
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DOI：
10.1002/tea.20119
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发表时间：
2007-01-01
影响因子：
4.6
通讯作者：
Zha, Peijia
中科院分区：
文献类型：
--
作者：
Walczyk, Jeffrey J.;Ramsey, Linda L.;Zha, Peijia
许多研究已经证明了在大学科学和数学课堂上很少使用以学习者为中心的教学及其对本科生学习和动机的负面影响。目前的研究加深了对原因的理解。具体而言，互联网调查，探讨在课堂上的教学创新的障碍，支持和激励措施，并发送到路易斯安那州的大学科学和数学教师。结果显示，高校一般被认为分配很少或不确定的重量，以指导人事决策。教师通常很少接受教育学方面的培训;但当他们这样做时，他们更有可能咨询教学创新的来源，并将教学视为其职业身份的重要组成部分。有关最常见的教学创新信息来源的数据。提出了几点建议，体制改革，如果颁布可能有助于系统地提高教学质量的本科生接受。(c)2006 Wiley Periodicals，Inc. J Res Sci Teach 44：85-106，2007.
Numerous studies have documented the infrequent use of learner-centered instruction in college science and mathematics classrooms and its negative effects on undergraduate learning and motivation. The present research deepened understanding of why. Specifically, an Internet survey was constructed that explored obstacles, supports, and incentives for instructional innovation in the classroom and was sent out to college science and mathematics faculty of Louisiana. Results revealed that colleges generally were perceived to assign little or an indeterminate weight to instruction in personnel decision making. Faculty members generally have little training in pedagogy; but when they do, they are more likely to consult sources of instructional innovation and consider teaching an important part of their professional identities. Data concerning the most common sources of instructional innovation information are presented. Several suggestions are made for institutional reform that if enacted might contribute to systemic improvement in the quality of instruction undergraduates receive. (c) 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 85-106, 2007.