Journal
PHYSICAL REVIEW SPECIAL TOPICS-PHYSICS EDUCATION RESEARCH
Volume 5, Issue 2, Pages -Publisher
AMER PHYSICAL SOC
DOI: 10.1103/PhysRevSTPER.5.020107
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Funding
- National Science Foundation [0715698]
- Direct For Education and Human Resources
- Division Of Undergraduate Education [0715698] Funding Source: National Science Foundation
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During the Fall of 2008 we designed and administered a web survey to collect information about pedagogical knowledge and practices of physics faculty. The survey 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%) said 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.
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