Beliefs about Learning and Enacted Instructional Practices: An Investigation in Postsecondary Chemistry Education

Autor/inn/en	Gibbons, Rebecca E.; Villafañe, Sachel M.; Stains, Marilyne; Murphy, Kristen L.; Raker, Jeffrey R.
Titel	Beliefs about Learning and Enacted Instructional Practices: An Investigation in Postsecondary Chemistry Education
Quelle	In: Journal of Research in Science Teaching, 55 (2018) 8, S.1111-1133 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gibbons, Rebecca E.) ORCID (Villafañe, Sachel M.) ORCID (Stains, Marilyne) ORCID (Murphy, Kristen L.) ORCID (Raker, Jeffrey R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21444
Schlagwörter	Chemistry; Science Instruction; Teaching Methods; Self Efficacy; Evidence Based Practice; Educational Change; Teacher Attitudes; Science Teachers; College Faculty; Correlation; Attitude Change + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Bildungsreform; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fakultät; Korrelation; Attitudinal change; Einstellungsänderung
Abstract	While research on and development of evidence-based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher-centered systemic reform model as a framework, we explore the connection between chemistry instructors' beliefs about teaching and learning and self-efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self-efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self-report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation-based studies of chemistry faculty. Significant differences are found on teacher thinking and self-efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01