Mapping beliefs about teaching to patterns of instruction within science, technology, engineering, and mathematics

Abstract

In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-, community-, and assessment-centered learning environments; we use qualitative interview data to explore how faculty's reported beliefs about teaching are associated with their consideration of these four types of environments. Findings indicated that although a range of beliefs about teaching emerged, most were firmly located in knowledge-centered learning environments, with little or no focus on the remaining three learning environments. Furthermore, even patterns of instruction that were heavily student-centered were situated within a knowledge-centered learning framework. We argue that for student-centered instruction to be truly successful, faculty must consider all four learning environments in crafting and facilitating the classroom environment.

Keywords:

• student-centered instruction
• teacher-centered instruction
• learning environments
• STEM

Acknowledgements

This material is based upon work supported by the National Science Foundation through the CCLI Type 2 Collaborative Proposal: Professional Development Gateways in Social Learning Settings. This work was supported by the National Science Foundation [grant numbers DUE-0817624 and DUE-0816642].