Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 407-425 |
| Number of pages | 19 |
| Journal | International Journal of Science Education |
| Volume | 27 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2005 Mar 18 |
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All Science Journal Classification (ASJC) codes
- Education
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The rewards and challenges of teaching innovation in university physics : 4 years' reflection. / Chang, Wheijen.
In: International Journal of Science Education, Vol. 27, No. 3, 18.03.2005, p. 407-425.Research output: Contribution to journal › Article
TY - JOUR
T1 - The rewards and challenges of teaching innovation in university physics
T2 - 4 years' reflection
AU - Chang, Wheijen
PY - 2005/3/18
Y1 - 2005/3/18
N2 - 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.
AB - 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.
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UR - http://www.scopus.com/inward/citedby.url?scp=13244257213&partnerID=8YFLogxK
U2 - 10.1080/0950069042000323728
DO - 10.1080/0950069042000323728
M3 - Article
VL - 27
SP - 407
EP - 425
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 3
ER -