It's Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions

Autor/inn/en	Andrews, Tessa C.; Lemons, Paula P.
Titel	It's Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions
Quelle	In: CBE - Life Sciences Education, 14 (2015) 1, Artikel 7 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Biology; Science Teachers; College Science; Evidence; Science Instruction; College Faculty; Undergraduate Study; Active Learning; Adoption (Ideas); Qualitative Research; Content Analysis; Experience; Case Method (Teaching Technique); Instructional Innovation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Evidenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Grundstudium; Aktives Lernen; Ideas; Ideenfindung; Qualitative Forschung; Inhaltsanalyse; Erfahrung; Case method; Fallmethode; Educational Innovation; Bildungsinnovation
Abstract	Despite many calls for undergraduate biology instructors to incorporate active learning into lecture courses, few studies have focused on what it takes for instructors to make this change. We sought to investigate the process of adopting and sustaining active-learning instruction. As a framework for our research, we used the innovation-decision model, a generalized model of how individuals adopt innovations. We interviewed 17 biology instructors who were attempting to implement case study teaching and conducted qualitative text analysis on interview data. The overarching theme that emerged from our analysis was that instructors prioritized personal experience--rather than empirical evidence--in decisions regarding case study teaching. We identified personal experiences that promote case study teaching, such as anecdotal observations of student outcomes, and those that hinder case study teaching, such as insufficient teaching skills. By analyzing the differences between experienced and new case study instructors, we discovered that new case study instructors need support to deal with unsupportive colleagues and to develop the skill set needed for an active-learning classroom. We generated hypotheses that are grounded in our data about effectively supporting instructors in adopting and sustaining active-learning strategies. We also synthesized our findings with existing literature to tailor the innovation-decision model. The authors have included a supplemental materials article. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01