The rewards and challenges of teaching innovation in university physics

4 years' reflection

Research output: Contribution to journalArticle

8 Citations (Scopus)

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 languageEnglish
Pages (from-to)407-425
Number of pages19
JournalInternational Journal of Science Education
Volume27
Issue number3
DOIs
Publication statusPublished - 2005 Mar 18

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reward
physics
innovation
university
Teaching
learning theory
teaching practice
learning
Taiwan
criticism
acceptance
classroom
questionnaire
student

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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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 journalArticle

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