Understanding Instructor Practices and Attitudes Towards the Use of Research-Based Instructional Strategies In Introductory College Physics

物理学(13)各种基于研究的教学策略(RBI)已被广泛开发和测试。虽然这些打点已被证明可以改善学生的学习、态度和记忆力等，但关于教师实际使用这些打点的程度的信息很少。坊间证据和一些小规模研究表明，这种药物的使用水平可能相当低。关于许多教师为什么不使用打点的信息就更少了。难道他们没有听说过这些策略吗？他们对目前的指导感到满意，认为没有理由改变吗？他们是否认为自己缺乏实施新战略所需的技能？为了规划成功的课程开发和传播项目，必须更好地了解目前的情况。本项目的目标是了解基础定量(即基于微积分和基于代数)物理课程的讲师对打分系统的知识水平、态度和使用情况。这是通过定量和定性相结合的方法分两个阶段完成的。在第一阶段，正在对随机抽样的大约1600名物理教师进行基于网络的调查，这些教师按机构类型分层。这项网络调查要求教师自我报告他们目前对打分系统的了解和使用水平。在第二阶段，对96名教师进行电话采访，重点是最广为人知的两个打点。这些面谈的重点是三种类型的教师：(1)评价指标的使用者，(2)评价指标的前使用者，以及(3)知识渊博的评价指标的非使用者。电话访谈可提供定性数据，可用来回答如何以及为什么与使用现场调查有关的问题。智力价值：这个项目寻求增加以前由CCLI等项目资助的项目的更广泛影响。在该项目中收集的数据目前无法获得，对于了解最近课程开发和传播工作的影响、局限性和可能性至关重要。PI和Co-PI是积极的物理教育研究人员，他们熟悉目前可用的RBI的范围以及与实施这些战略有关的问题。咨询委员会由经验丰富的课程开发人员组成，可帮助确保项目成果的实用性。这些发现不仅可以在物理学入门的背景下，而且在许多领域都可以促进理解。更广泛的影响：课程开发者和专业发展活动的设计者可以利用这个项目的结果来设计更有可能被采用的课程，以及能够更好地向教师提供成功改进其教学所需的知识和技能的专业发展。归根结底，这些更有效的课程开发和传播努力可以增加使用RBIs的教员人数。还应指出的是，在改善结果和减少所有学生的自然减员的同时，许多RBI对妇女和少数族裔等传统上代表性不足的群体产生了不成比例的积极影响。该项目的成果正在物理教育研究社区内以及更大的STEM教育研究社区、课程制定者和资助机构中传播。由于他们的地位，咨询委员会有助于促进这一进程，并预计将把结果纳入他们自己的课程开发和传播工作。

Physics (13) A variety of Research-Based Instructional Strategies (RBIS)have been developed and tested extensively. Although these RBIS have been demonstrated to improve student learning, attitudes, and retention, among other things, little information exists about the extent to which they are actually being used by instructors. Anecdotal evidence and a few small-scale studies suggest that the level of use may be quite low. Even less information exists about why many instructors do not use RBIS. Have they not heard about these strategies? Are they happy with their current instruction and see no reason to change? Do they believe that they lack the skills necessary to implement the new strategies? In order to plan successful curriculum development and dissemination projects it is crucial to develop a better understanding of the current situation. The goal of this project is to understand the level of knowledge about, attitudes towards, and use of RBIS by instructors of introductory quantitative (i.e. calculus-based & algebra-based) physics courses. This is being accomplished in two phases through a combination of quantitative and qualitative methods. In Phase 1 a web-based survey is being administered to a random sample of approximately 1600 physics instructors stratified by type of institution. The web survey asks instructors to self-report their current level of knowledge about and use of RBIS. In Phase 2, telephone interviews with 96 instructors focus on the two RBIS that are most widely known. These interviews focus on three types of instructors: (1) users of the RBIS, (2) former users of the RBIS, and (3) knowledgeable nonusers of the RBIS. The telephone interviews can provide qualitative data that can be used to answer how and why questions related to the use of RBIS. Intellectual Merit: This project seeks to increase the broader impacts of projects previously funded by programs such as CCLI. The data collected in this project is currently unavailable and is crucial for understanding the impact, limitations, and possibilities of recent curriculum development and dissemination efforts. The PI and Co-PI are active physics education researchers and are familiar with the range of RBIS currently available as well as issues related to the implementation of these strategies. The advisory committee consists of experienced curriculum developers and can help to ensure the usefulness of the project results. The findings can advance understanding not only in the context of introductory physics, but also across many fields. Broader Impacts: Curriculum developers and designers of professional development activities can use the results of this project to design curricula that are more likely to be adopted and professional development that is better able to provide instructors with the knowledge and skills they need to successfully improve their instruction. Ultimately, these more effective curriculum development and dissemination efforts can increase the number of instructors using RBIS. It should also be noted that many of the RBIS, while improving outcomes and reducing attrition for all students, have been shown to have a disproportionately positive effect on traditionally underrepresented groups such as women and ethnic minorities. The results of this project are being disseminated within the Physics Education Research Community as well as to the larger STEM Educational Research Community, curriculum developers, and funding agencies. Because of their stature, the advisory committee helps to facilitate this process and is also expected to incorporate the results into their own curriculum development and dissemination efforts.