Perceived supports and evidence-based teaching in college STEM.

ABSTRACT:

Background

Evidence-based teaching, such as active learning, is associated with increases in student learning and engagement. Although many faculty are beginning to adopt innovative practices, traditional lecture-based teaching tends to dominate college science education. What are the factors associated with faculty's decision to incorporate evidence-based teaching? While there are known barriers that limit adoption of evidence-based practices in science classrooms (e.g., lack of time, student resistance), the present work reveals that instructors' perceptions of supports (e.g., access to teaching resources, encouragement from colleagues) shows a stronger relationship to instructors' use of evidence-based teaching.

Results

These results come from a uniquely lar

SUBMITTER: Bathgate ME 

PROVIDER: S-EPMC6456468 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature