Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI:10.1187/cbe.24-02-0095
Tim Archie, Sarah B Wise, Javier Robalino, Sandra Laursen
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Abstract

Evidence-based instructional practices (EBIPs) have been shown to benefit students in undergraduate biology, but little is known about the degree to which community college (CC) biology instructors use EBIPs or the barriers they encounter. We surveyed CC biology instructors to characterize how they use EBIPs, their capacity to use EBIPs, and perceived barriers to their use, and to explore which factors are associated with EBIP use. CC biology instructors report using EBIPs to a similar degree as other populations of undergraduate biology faculty; they generally believe EBIPs to be effective and are motivated to use EBIPs. Consistent with the theory of planned behavior, instructor belief in EBIP effectiveness, collegial support, and perceived knowledge of and skill in using EBIPs positively influence their use. The main barriers to using EBIPs reported by CC instructors included the need to cover large amounts of course content, lack of time to prepare for using EBIPs, and student resistance. Our findings point to a number of approaches that may promote the use of EBIPs by CC biology instructors, including professional development to increase instructor knowledge and skill, addressing tensions between content volume and the use of EBIPs, and providing resources to make implementing EBIPs time efficient.

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影响社区学院生物教师使用循证教学实践的因素。
以证据为基础的教学实践(EBIPs)已被证明能使本科生物专业的学生受益,但人们对社区大学(CC)生物教师使用 EBIPs 的程度或他们遇到的障碍却知之甚少。我们对社区学院的生物教师进行了调查,以了解他们如何使用 EBIPs、使用 EBIPs 的能力、使用 EBIPs 的障碍,并探讨哪些因素与 EBIPs 的使用有关。CC生物教师表示,他们使用EBIP的程度与其他本科生物教师相似;他们普遍认为EBIP是有效的,并有使用EBIP的动机。与计划行为理论相一致的是,教师对 EBIP 有效性的信念、同事的支持以及对使用 EBIP 的知识和技能的感知都会对其使用产生积极影响。CC教师报告的使用EBIPs的主要障碍包括:需要涵盖大量的课程内容、没有时间为使用EBIPs做准备以及学生的抵制。我们的研究结果指出了一些可以促进CC生物教师使用EBIPs的方法,包括提高教师知识和技能的专业发展,解决内容量和使用EBIPs之间的矛盾,以及提供资源使实施EBIPs更省时省力。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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