Why Do Post-Secondary Physics Professors Prefer Lecture?

Presenter: Michael Alan Frey

Faculty Sponsor: Andria C. Schwortz

School: Quinsigamond Community College

Research Area: Education & Educational Research

Session: Poster Session 4, 2:15 PM - 3:00 PM, Auditorium, A27

ABSTRACT

Lecture has grown to be a very widespread form of teaching in the postsecondary classroom. It is used by many professors and instructors of a wide range of subjects, as many find it to be a useful medium for teaching concepts and lessons. However, it is also well-known that it is the least-effective method of teaching in terms of student learning. Professors may view that labs in physics and other science courses are more hands-on and impactful, but they tend to lean away from this in favor of a lecture-based approach. To examine whether this hypothesis may be the case, as well as how these professors may compare to those who do not use lecture, postsecondary physics faculty primarily from the United States (N=8) were interviewed using video conferencing (Zoom) with automated transcripts, and then further analyzing these transcripts by coding for themes or patterns in their ways of teaching their classrooms. Coding for themes confirmed 10 expected a priori factors gleaned from the literature (such as class size and space limitations, professional training, tradition, and student and learning considerations), and also determined ad hoc factors (such as interactive lecture, technology, and peer support). The presence of these factors in preventing instructors from switching from lecture to a more active learning paradigm, indicates that education researchers need to address these reasons and motivations, as well as how concerns can be alleviated to influence change of the pedagogies utilized.

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