PERC 2024 Abstract Detail Page
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| Abstract Title: | Faculty perceptions of the use of Teaching Innovations in Second-Year Physics |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | This presentation highlights the complexity surrounding active learning implementation in second-year physics education among physics faculty (lecturers) outside the Physics Education Research (PER) framework. We conducted semi-structured interviews with six second-year physics lecturers at the University of New South Wales, Sydney. The aim was to explore their thought processes for teaching preparation, delivery processes, and perspectives on active learning in detail. Outgoing and incoming teaching directors were among the participants. Thematic coding was employed to analyse the data. Findings reveal lecturers' significant dedication to preparing materials and supporting students effectively. While they employ some active learning methods, they may not always recognise them as such. Both positive and negative attitudes towards active learning were expressed. Lecturers expressed mixed feelings toward active learning, acknowledging its benefits for providing timely feedback on student progress and noting practical challenges such as time constraints, workload, lack of support, and experience. |
| Session Time: | Poster Session 2 |
| Poster Number: | B71 |
Author/Organizer Information | |
| Primary Contact: |
Yessi Affriyenni The University of New South Wales |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
