Type:

Other

Description:

To identify and describe the basis upon which instructors make curricular and pedagogical decisions, we have developed an artifact-based interview and an analysis technique based on multilayered concept maps. The policy capturing technique used in the interview asks instructors to make judgments about concrete instructional artifacts similar to those they likely encounter in their teaching environment. The analysis procedure alternatively employs both an a priori systems view analysis and an emergent categorization to construct a multilayered concept map, which is a hierarchically arranged set of concept maps where child maps include more details than parent maps. Although our goal was to develop a model of physics faculty beliefs about the teaching and learning of problem solving in the context of an introductory calculus-based physics course, the techniques described here are applicable to a variety of situations in which instructors make decisions that influence teaching and learning.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

interview design,Instructor: Faculty,Higher Education,oai:nsdl.org:2200/20081005192039178T,Social Sciences,Education Foundations,Undergraduate (Lower Division),faculty beliefs,Problem Solving,Education Practices,NSDL,Research Design & Methodology,analysis technique,NSDL_SetSpec_439869,problem solving,Pedagogy,Education,Sample Population,Graduate/Professional,concept maps

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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