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written by Ellen Altermatt, Raluca E. Teodorescu, and Ellen R. Iverson
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.


[Phys. Rev. Phys. Educ. Res. 17, 020133] Published Mon Nov 08, 2021
Physical Review Physics Education Research: Volume 17, Issue 2, Pages 020133
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
= Multidisciplinary
Education - Basic Research
- Research Design & Methodology
= Statistics
- Sample Population
= Instructor: In-service
- Teacher Characteristics
= Pedagogical Content Knowledge
General Physics
- Physics Education Research
Other Sciences
- Life Sciences
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Administrators
- Educators
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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.020133
NSF Numbers:
Grant
No.
1624185
Keywords:
IPLS, community of practice, descriptive statistics, multidisciplinary teaching, student engagement
Record Creator:
Metadata instance created November 10, 2021 by Lyle Barbato
Record Updated:
January 6, 2022 by Caroline Hall
Last Update
when Cataloged:
November 8, 2021
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Record Link
AIP Format
E. Altermatt, R. Teodorescu, and E. Iverson, Phys. Rev. Phys. Educ. Res. 17 (2), 020133 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.020133).
AJP/PRST-PER
E. Altermatt, R. Teodorescu, and E. Iverson, Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses, Phys. Rev. Phys. Educ. Res. 17 (2), 020133 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.020133>.
APA Format
Altermatt, E., Teodorescu, R., & Iverson, E. (2021, November 8). Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses. Phys. Rev. Phys. Educ. Res., 17(2), 020133. Retrieved January 24, 2022, from https://doi.org/10.1103/PhysRevPhysEducRes.17.020133
Chicago Format
Altermatt, E, R. Teodorescu, and E. Iverson. "Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses." Phys. Rev. Phys. Educ. Res. 17, no. 2, (November 8, 2021): 020133, https://doi.org/10.1103/PhysRevPhysEducRes.17.020133 (accessed 24 January 2022).
MLA Format
Altermatt, Ellen, Raluca Teodorescu, and Ellen R. Iverson. "Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses." Phys. Rev. Phys. Educ. Res. 17.2 (2021): 020133. 24 Jan. 2022 <https://doi.org/10.1103/PhysRevPhysEducRes.17.020133>.
BibTeX Export Format
@article{ Author = "Ellen Altermatt and Raluca Teodorescu and Ellen R. Iverson", Title = {Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {2}, Pages = {020133}, Month = {November}, Year = {2021} }
Refer Export Format

%A Ellen Altermatt %A Raluca Teodorescu %A Ellen R. Iverson %T Teaching strategies predict instructors' perceptions of their effectiveness in engaging students in introductory physics for life sciences courses %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %D November 8, 2021 %P 020133 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020133 %O application/pdf

EndNote Export Format

%0 Journal Article %A Altermatt, Ellen %A Teodorescu, Raluca %A Iverson, Ellen R. %D November 8, 2021 %T Teaching strategies predict instructors' perceptions of their effectiveness in engaging students in introductory physics for life sciences courses %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %P 020133 %8 November 8, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020133


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