Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations
By Charles Henderson, M. Dancy. 2006
203 citations recorded by the source corpus.
Physics Education Research (PER) practitioners have engaged in substantial curriculum development and dissemination work in recent years. Yet, it appears that this work has had minimal influence on the fundamental teaching practices of the typical physics faculty. To better understand this situation, interviews were conducted with five likely users of physics education research. All reported making changes in their instructional practices and all were influenced, to some extent, by educational research. Yet, none made full use of educational research and most had complaints about their interactions with educational researchers. In this paper we examine how these instructors used educational research in making instructional decisions and identify divergent expectations about how researchers and faculty can work together to improve student learning. Although different instructors emphasized different aspects of this discrepancy between expectations, we believe that they are all related to a single underlyin...
Subfields: Education, Physical and Theoretical Chemistry, Statistical and Nonlinear Physics
View Paper: https://www.semanticscholar.org/paper/3d472c9ab92e790cac2e2684d8fdeb0b7de4b31d
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In Education
In Physical and Theoretical Chemistry
In Statistical and Nonlinear Physics
Citations in the corpus
- Promising practices in undergraduate science, technology, engineering, and mathematics education : summary of two workshops (2011, background): “Interviews with five tenured physics faculty who are considered by their peers to be effective teachers revealed high levels of frustration with the research community (Henderson and Dancy, 2008a).”
- Synthesis of Discipline-Based Education Research in Physics. (2014, background): “How prevalent is the use of research-based instructional strategies by physics faculty in the United States? How is [research-based strategy X] typically implemented? What is the nature of faculty-student interactions during Peer Instruction? What instructional practices foster an interactive, colla”