The incorporation of active learning pedagogies in chemistry courses continues to show positive impact on student achievement, success, and retention. Despite the wealth of research on active learning, lecture-based approaches still predominate. Disciplinary norms, classroom context, and beliefs about teaching and learning are all interrelated factors that affect the implementation of teaching practices; these factors are situated in three categories (i.e., contextual, personal, and beliefs about teaching and learning) proposed in the teacher-centered systemic reform framework. However, no study to date has had the statistical power to test the relative importance of these factors when considered together. We report results of a large-scale national survey on instructional practices to characterize the amount lecturing in introductory, general chemistry courses. In particular, we explore how contextual factors (i.e., class enrollment size, classroom setup, decision making authority), personal factors (i.e., experience as a student in classes that utilized active learning pedagogies, participation in the scholarship of teaching and learning, completion of teaching-focused professional development), and beliefs about teaching and learning factors (i.e., espousing a growth mindset and satisfaction with student learning), when considered collectively, are associated with percent time lecturing. We offer tangible implications for instructional faculty members and university administrators for the adoption of more active learning pedagogies.

Factors associated with percent time lecturing in introductory postsecondary chemistry courses: Exploratory results from a national survey

ACS Spring Meeting 2021

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.