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Physical Review Special Topics - Physics Education Research
written by Charles R. Henderson, Melissa H. Dancy, and Magdalena Niewiadomska-Bugaj
During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
- Careers
- Pedagogy
Education - Basic Research
- Sample Population
= Instructor: Faculty
- Teacher Characteristics
General Physics
- Physics Education Research
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
- Administrators
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Format:
application/pdf
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevSTPER.8.020104
NSF Number:
0715698
PACSs:
01.40.Fk
01.40.gb
Record Creator:
Metadata instance created August 9, 2012 by Raina Khatri
Record Updated:
February 25, 2013 by Lyle Barbato
Last Update
when Cataloged:
July 31, 2012
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
C. Henderson, M. Dancy, and M. Niewiadomska-Bugaj, Phys. Rev. ST Phys. Educ. Res. 8 (2), 020104 (2012), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.8.020104).
AJP/PRST-PER
C. Henderson, M. Dancy, and M. Niewiadomska-Bugaj, Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? Phys. Rev. ST Phys. Educ. Res. 8 (2), 020104 (2012), <http://dx.doi.org/10.1103/PhysRevSTPER.8.020104>.
APA Format
Henderson, C., Dancy, M., & Niewiadomska-Bugaj, M. (2012, July 31). Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?. Phys. Rev. ST Phys. Educ. Res., 8(2), 020104. Retrieved August 20, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.8.020104
Chicago Format
Henderson, C, M. Dancy, and M. Niewiadomska-Bugaj. "Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?." Phys. Rev. ST Phys. Educ. Res. 8, no. 2, (July 31, 2012): 020104, http://dx.doi.org/10.1103/PhysRevSTPER.8.020104 (accessed 20 August 2014).
MLA Format
Henderson, Charles, Melissa Dancy, and Magdalena Niewiadomska-Bugaj. "Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?." Phys. Rev. ST Phys. Educ. Res. 8.2 (2012): 020104. 20 Aug. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.8.020104>.
BibTeX Export Format
@article{ Author = "Charles Henderson and Melissa Dancy and Magdalena Niewiadomska-Bugaj", Title = {Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {8}, Number = {2}, Pages = {020104}, Month = {July}, Year = {2012} }
Refer Export Format

%A Charles Henderson
%A Melissa Dancy
%A Magdalena Niewiadomska-Bugaj
%T Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
%J Phys. Rev. ST Phys. Educ. Res.
%V 8
%N 2
%D July 31, 2012
%P 020104
%U http://dx.doi.org/10.1103/PhysRevSTPER.8.020104
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Henderson, Charles
%A Dancy, Melissa
%A Niewiadomska-Bugaj, Magdalena
%D July 31, 2012
%T Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
%J Phys. Rev. ST Phys. Educ. Res.
%V 8
%N 2
%P 020104
%8 July 31, 2012
%U http://dx.doi.org/10.1103/PhysRevSTPER.8.020104


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The AIP Style presented is based on information from the AIP Style Manual.

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