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Physical Review Special Topics - Physics Education Research
written by Charles R. Henderson and Melissa H. Dancy
Many proven research-based instructional strategies have been developed for introductory college-level physics. Significant efforts to disseminate these strategies have focused on convincing individual instructors to give up their traditional practices in favor of particular research-based practices. Yet evidence suggests that the findings of educational research are, at best, only marginally incorporated into typical introductory physics courses. In this paper we present partial results of an interview study designed to generate new ideas about why proven strategies are slow to integrate in mainstream instruction. Specifically we describe the results of open-ended interviews with five physics instructors who represent likely users of educational research. We found that these instructors have conceptions about teaching and learning that are more compatible with educational research than with their self-described instructional practices. Instructors often blamed this discrepancy on situational factors that favor traditional instruction. A theoretical model is introduced to explain these findings.
Subjects Levels Resource Types
Education - Basic Research
- Teacher Characteristics
General Physics
- Physics Education Research
- Lower Undergraduate
- Graduate/Professional
- Reference Material
= Research study
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application/pdf
text/html
Access Rights:
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Personal use only, all commercial or other reuse prohibited
Restriction:
© 2007 The American Physical Society
DOI:
10.1103/PhysRevSTPER.3.020102
PACSs:
01.40.Di
01.40.Fk
01.40.G-
01.40.J-
Keywords:
instructor conceptions, interviews, reform
Record Creator:
Metadata instance created July 4, 2008 by Lyle Barbato
Record Updated:
September 24, 2008 by Vince Kuo
Last Update
when Cataloged:
September 7, 2007
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Record Link
AIP Format
C. Henderson and M. Dancy, Phys. Rev. ST Phys. Educ. Res. 3 (2), 020102 (2007), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.3.020102).
AJP/PRST-PER
C. Henderson and M. Dancy, Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics Phys. Rev. ST Phys. Educ. Res. 3 (2), 020102 (2007), <http://dx.doi.org/10.1103/PhysRevSTPER.3.020102>.
APA Format
Henderson, C., & Dancy, M. (2007, September 7). Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics. Phys. Rev. ST Phys. Educ. Res., 3(2), 020102. Retrieved April 19, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.3.020102
Chicago Format
Henderson, Charles, and Melissa Dancy. "Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics." Phys. Rev. ST Phys. Educ. Res. 3, no. 2, (September 7, 2007): 020102, http://dx.doi.org/10.1103/PhysRevSTPER.3.020102 (accessed 19 April 2014).
MLA Format
Henderson, Charles, and Melissa Dancy. "Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics." Phys. Rev. ST Phys. Educ. Res. 3.2 (2007): 020102. 19 Apr. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.3.020102>.
BibTeX Export Format
@article{ Author = "Charles Henderson and Melissa Dancy", Title = {Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {3}, Number = {2}, Pages = {020102}, Month = {September}, Year = {2007} }
Refer Export Format

%A Charles Henderson
%A Melissa Dancy
%T Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics
%J Phys. Rev. ST Phys. Educ. Res.
%V 3
%N 2
%D September 7, 2007
%P 020102
%U http://dx.doi.org/10.1103/PhysRevSTPER.3.020102
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Henderson, Charles
%A Dancy, Melissa
%D September 7, 2007
%T Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics
%J Phys. Rev. ST Phys. Educ. Res.
%V 3
%N 2
%P 020102
%8 September 7, 2007
%U http://dx.doi.org/10.1103/PhysRevSTPER.3.020102


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