Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
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DOI：
10.1103/physrevstper.8.020104
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发表时间：
2012-07-31
影响因子：
--
通讯作者：
Niewiadomska-Bugaj, Magdalena
中科院分区：
文献类型：
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作者：
Henderson, Charles;Dancy, Melissa;Niewiadomska-Bugaj, Magdalena
2008年秋季，美国722名具有代表性的物理教师完成了一项旨在收集有关教学知识和实践的信息的网络调查(回复率为50.3%)。本文提供了部分结果来描述20个潜在的预测变量如何与教师对研究型教学策略的了解和使用相关联。创新决策过程被设想为四个阶段：知识与非知识、试验与不试验、继续与停止、高使用率与低使用率。最大的损失发生在继续阶段，大约三分之一的教职员工在尝试了一种或多种策略后停止使用所有打分。当控制其他变量时，其中9个预测变量对这些阶段中至少一个阶段具有统计学意义。了解和/或使用RBI与阅读与教学相关的期刊、参加与教学有关的讲座和研讨会、参加物理和天文学新教师研讨会、对使用更多RBI感兴趣、为女性、对实现教学目标感到满意以及拥有一个长期的全职职位显著相关。在每个阶段具有重要意义的变量类型有很大的不同。这些结果表明，常见的传播策略有利于创造关于打分的知识和尝试打分的动机，但在实施和继续使用打分的过程中，还需要更多的工作来支持教师。此外，与通常的假设相反，教师年龄、机构类型和与教学相关的工作百分比在任何阶段都没有被发现是知识或使用的障碍。研究生产率高和班级规模大并不是使用至少一些打点的障碍。
During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.