Five Things Chemists (and Other Science Faculty) Should Know about the Education Research Literature

Abstract

Faculty are increasingly expected to provide a more student-centered learning experience in their classes, including in large introductory courses. To do this, they may choose from a colorful palette of active learning approaches and tools that have been piloted in a wide variety of settings. Success, however, depends on more than the knowledge of what works and a commitment to implementing it. It requires a deep understanding of the principles of learning that underlie the approach or tool, which in turn requires fluency with the education research literature. While the literature is replete with implications for practice, much of it is written for education researchers rather than for science instructors. This brief commentary aims to help chemists and other faculty efficiently sift through this enormous body of work and glean insights about teaching and learning to improve their practice.

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“…These are recommended best-practices that "earn points" on the TPI and the reformed instructors were aware of this. Faculty are increasingly expected to provide student-centered learning experiences and successful implementation requires a deep understanding of the principles of learning that underlie the approach, not simply a willingness to try it, 73 and the reformed instructors have greater expertise in this area.…”