ERIC Number: EJ719770
Record Type: Journal
Publication Date: 2005-Mar-18
Reference Count: 38
The Rewards and Challenges of Teaching Innovation in University Physics: 4 Years' Reflection
International Journal of Science Education, v27 n4 p407-425 Mar 2005
This paper reports on the transition of the researcher's teaching from before and during an innovation in teaching practice, including 1 year of traditional teaching (1996) and 3 years of teaching based on a constructivist view of learning (1999-2001), in a university physics course in Taiwan. Learning outcomes for each year were evaluated by both standardized conceptual tests and student questionnaire surveys. The results indicated a dilemma the researcher had encountered at an early stage in the teaching innovation, in contrast to the more rewarding outcomes in the longer term. This study indicated the promising yet sophisticated nature of this innovative constructivist teaching. The success of the teaching innovation may not be obtained easily, as criticisms and drawbacks are likely to arise before acceptance is achieved. Conscientious and persistent modifications, based on feedback from the classroom implementation and on understanding of learning theories, are required to achieve success from the teaching innovation.
Descriptors: Science Education, Action Research, College Students, Teaching Methods, Physics, Instructional Innovation, Constructivism (Learning), Academic Achievement, Student Evaluation of Teacher Performance, Academic Achievement, Foreign Countries, College Faculty
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Taiwan