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The Impact of Physics Education Research on the Teaching of Introductory Quantitative Physics

2009; American Institute of Physics; Linguagem: Inglês

10.1063/1.3266705

1935-0465

Charles Henderson, Melissa Dancy, Mel Sabella, Charles Henderson, Chandralekha Singh,

Experimental Learning in Engineering

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 (a 50.3% response rate). This paper presents results of one part of the survey where faculty were asked to rate their level of knowledge and use of 24 Research‐Based Instructional Strategies (RBIS) that are applicable to an introductory quantitative physics course. Almost all faculty (87.1%) indicated familiarity with one or more RBIS and approximately half of faculty (48.1%) say that they currently use at least one RBIS. Results also indicate that faculty rarely use RBIS as recommended by the developer, but instead commonly make significant modifications.