Premium
Use of learner‐centered instruction in college science and mathematics classrooms
Author(s) -
Walczyk, Jeffrey J.,
Ramsey Linda L.
Publication year - 2003
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.10098
Subject(s) - mathematics education , perspective (graphical) , science education , psychology , pedagogy , computer science , artificial intelligence
Learner‐centered approaches to science and mathematics instruction assume that only when students are active participants will learning be deep, enduring, and enjoyable, and transfer to contexts beyond the classroom. Although their beneficial effects are well known, the extent to which learner‐centered practices are used in college classrooms may be low. Surveys of undergraduate science and math majors reveal general dissatisfaction with how courses in their majors are taught, and their number is half what it was 2 decades ago. In response, federally funded systemic reform initiatives have targeted increasing the use learner‐centered instruction in science and mathematics courses to improve undergraduate education generally and the training of preservice teachers specifically. Few data exist regarding how effective these initiatives have been or how frequently learned‐centered instruction occurs as assessed from faculty's perspective, which may not corroborate undergraduate perceptions. Accordingly, a survey was developed to assess the use of learner‐centered techniques and was administered to science and math professors of Louisiana over the Internet. The return rate was 28%. Analyses reveal that they are used infrequently, but when used, are applied to all aspects of teaching. Data also suggest that federal funding has been slightly effective in promoting its use. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 566–584, 2003