Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses

Introductory physics for life sciences (IPLS) courses have emerged as a type of physics course within the introductory courses sequence. The interdisciplinary aspects of these courses as well as the diverse student populations that they serve create significant challenges for instructors who choose...

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Autores principales:	Ellen Altermatt, Raluca Teodorescu, Ellen R. Iverson
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/a6b95d14d94040c59c0be44f15c87a96
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spelling	oai:doaj.org-article:a6b95d14d94040c59c0be44f15c87a962021-11-08T16:49:46ZTeaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses10.1103/PhysRevPhysEducRes.17.0201332469-9896https://doaj.org/article/a6b95d14d94040c59c0be44f15c87a962021-11-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020133http://doi.org/10.1103/PhysRevPhysEducRes.17.020133https://doaj.org/toc/2469-9896Introductory physics for life sciences (IPLS) courses have emerged as a type of physics course within the introductory courses sequence. The interdisciplinary aspects of these courses as well as the diverse student populations that they serve create significant challenges for instructors who choose to design and deliver them. The Living Physics Portal is a collaborative project, funded by the National Science Foundation, that is designed to support instructors involved in teaching IPLS courses. As part of the project, a survey was administered to document current pedagogical beliefs and practices in teaching IPLS courses. On this survey, 383 instructors (out of 762 respondents) reported that they had taught an IPLS course in the past two years. We analyzed instructor perceptions about the effectiveness of their IPLS courses in engaging students and examined predictors of differences in their perceived course effectiveness. Descriptive statistics showed that there is considerable variability in instructors’ perceptions of the degree to which their courses are effective in engaging students. Hierarchical linear regression analyses identified self-reported teaching strategies as independent predictors of perceived course effectiveness, even after controlling for prior teaching experience and community of practice self-perceptions. We present our results and discuss implications for the IPLS community.Ellen AltermattRaluca TeodorescuEllen R. IversonAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020133 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Ellen Altermatt Raluca Teodorescu Ellen R. Iverson Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses
description	Introductory physics for life sciences (IPLS) courses have emerged as a type of physics course within the introductory courses sequence. The interdisciplinary aspects of these courses as well as the diverse student populations that they serve create significant challenges for instructors who choose to design and deliver them. The Living Physics Portal is a collaborative project, funded by the National Science Foundation, that is designed to support instructors involved in teaching IPLS courses. As part of the project, a survey was administered to document current pedagogical beliefs and practices in teaching IPLS courses. On this survey, 383 instructors (out of 762 respondents) reported that they had taught an IPLS course in the past two years. We analyzed instructor perceptions about the effectiveness of their IPLS courses in engaging students and examined predictors of differences in their perceived course effectiveness. Descriptive statistics showed that there is considerable variability in instructors’ perceptions of the degree to which their courses are effective in engaging students. Hierarchical linear regression analyses identified self-reported teaching strategies as independent predictors of perceived course effectiveness, even after controlling for prior teaching experience and community of practice self-perceptions. We present our results and discuss implications for the IPLS community.
format	article
author	Ellen Altermatt Raluca Teodorescu Ellen R. Iverson
author_facet	Ellen Altermatt Raluca Teodorescu Ellen R. Iverson
author_sort	Ellen Altermatt
title	Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses
title_short	Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses
title_full	Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses
title_fullStr	Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses
title_full_unstemmed	Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses
title_sort	teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/a6b95d14d94040c59c0be44f15c87a96
work_keys_str_mv	AT ellenaltermatt teachingstrategiespredictinstructorsperceptionsoftheireffectivenessinengagingstudentsinintroductoryphysicsforlifesciencescourses AT ralucateodorescu teachingstrategiespredictinstructorsperceptionsoftheireffectivenessinengagingstudentsinintroductoryphysicsforlifesciencescourses AT ellenriverson teachingstrategiespredictinstructorsperceptionsoftheireffectivenessinengagingstudentsinintroductoryphysicsforlifesciencescourses
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Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses

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