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ERIC Number: EJ1176412
Record Type: Journal
Publication Date: 2018-Apr
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1918-2902
Chemistry Professors' Perceptions of Undergraduate Learning
Chichekian, Tanya; Hua, Olivia; Shore, Bruce M.
Canadian Journal for the Scholarship of Teaching and Learning, v9 n1 Article 3 Apr 2018
This study investigated 27 chemistry professors' perceptions of learning in undergraduate education and their suggestions for adopting an inquiry-based pedagogical approach to teaching and learning. Semistructured interviews revealed that two thirds of participants perceived undergraduate learning in traditional ways such as the acquisition of basic facts in a discipline. One fifth perceived undergraduate education as an active way of learning, specifically taking advantage of existing opportunities for students to engage in research experiences. Four professors described learning as a balance between the roles undertaken by students and instructors, namely students becoming more involved in the process of asking questions. Suggestions on how to bring teaching and research closer together in undergraduate education included (a) seeking research opportunities, (b) providing authentic learning environments, (c) capturing students' curiosity, and (d) varying teaching methods. Although some statements did not provide a specific practical suggestion about how to achieve an inquiry-based pedagogical approach in higher education, a beginning of change was observed among chemistry professors' perceptions of students' roles toward one of active learning.
University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A