Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics

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dc.contributor.authorYik, Brandon J.en
dc.contributor.authorRaker, Jeffrey R.en
dc.contributor.authorApkarian, Nanehen
dc.contributor.authorStains, Marilyneen
dc.contributor.authorHenderson, Charlesen
dc.contributor.authorDancy, Melissa H.en
dc.contributor.authorJohnson, Estrellaen
dc.date.accessioned2023-04-19T14:59:02Zen
dc.date.available2023-04-19T14:59:02Zen
dc.date.issued2022-11en
dc.description.abstractActive learning pedagogies are shown to enhance the outcomes of students, particularly in disciplines known for high attrition rates. Despite the demonstrated benefits of active learning, didactic lecture continues to predominate in science, technology, engineering, and mathematics (STEM) courses. Change agents and professional development programs have historically placed emphasis on develop-disseminate efforts for the adoption of research-based instructional strategies (RBIS). With numerous reported barriers and motivators for trying out and adopting active learning, it is unclear to what extent these factors are associated with adoption of RBIS and the effectiveness of change strategies. We present the results of a large-scale, survey-based study of introductory chemistry, mathematics, and physics instructors and their courses in the United States. Herein, we evaluate the association of 17 malleable factors with the tryout and adoption of RBIS. Multilevel logistic regression analyses suggest that several contextual, personal, and teacher thinking factors are associated with different stages of RBIS adoption. These results are also compared with analogous results evaluating the association of these factors with instructors' time spent lecturing. We offer actionable implications for change agents to provide targeted professional development programming and for institutional leaders to influence the adoption of active learning pedagogies in introductory STEM courses.en
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.3389/feduc.2022.1016415en
dc.identifier.eissn2504-284Xen
dc.identifier.other1016415en
dc.identifier.urihttp://hdl.handle.net/10919/114567en
dc.identifier.volume7en
dc.language.isoenen
dc.publisherFrontiersen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectresearch-based instructional strategiesen
dc.subjectevidence-based instructional practicesen
dc.subjectinstitutional changeen
dc.subjectactive learningen
dc.subjectcontextual factorsen
dc.subjectpersonal factorsen
dc.subjectbeliefs about teachingen
dc.titleAssociation of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physicsen
dc.title.serialFrontiers in Educationen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten

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