Impact of physics education research on the teaching of introductory quantitative physics in the United States
During the Fall of 2008 we designed and administered a web survey to collect information about pedagogical knowledge and practices of physics faculty. The survey was completed by a representative sample of 722 physics faculty across the United States (a 50.3% response rate). This paper presents resu...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
American Physical Society
2009
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/2720bd7ed22f4a97a92cf11646531f79 |
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| Sumario: | During the Fall of 2008 we designed and administered a web survey to collect information about pedagogical knowledge and practices of physics faculty. The survey was completed by a representative sample of 722 physics faculty across the United States (a 50.3% response rate). This paper presents results of one part of the survey where faculty were asked to rate their level of knowledge and use of 24 Research-Based Instructional Strategies (RBIS) that are applicable to an introductory quantitative physics course. Almost all faculty (87.1%) indicated familiarity with one or more RBIS and approximately half of faculty (48.1%) said that they currently use at least one RBIS. Results also indicate that faculty rarely use RBIS as recommended by the developer, but instead commonly make significant modifications. |
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