ERIC Number: EJ1024487
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 34
Chemistry Professors' Descriptions of the Impact of Research Engagement on Teaching
Hua, Olivia; Shore, Bruce M.
Higher Education Research and Development, v33 n2 p298-311 2014
Professors endorse a symbiotic relationship between research and teaching, but empirical evidence supporting this relationship is inconsistent. Many studies operationalized research and teaching too narrowly to detect the believed relationship. Semi-structured, in-depth interviews were conducted with 27 chemistry professors from a large research-intensive university. Six themes characterized descriptions of how professors' research engagement affects their teaching: it (1) enhances student interest, (2) promotes subject-matter currency, (3) generates research examples, (4) models ways of thinking in the discipline, (5) provides contextualization guidance for instruction and (6) helps them explain difficult concepts. Although most responses were conventional in the kinds of impact they reported, responses reflected professors regarding themselves as having taken some steps toward integrating their knowledge about the subject matter, how it is advanced in their field and how this can enhance their formal classroom teaching. Implications for undergraduate instruction were interpreted within Shulman's framework of teacher knowledge and beliefs.
Descriptors: Science Teachers, Chemistry, Science Instruction, Semi Structured Interviews, College Faculty, College Science, Teacher Researchers, Student Interests, Scientific Research, Scientific Concepts, Pedagogical Content Knowledge, Foreign Countries, Classification, Qualitative Research
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada