In this session, we present a systematic review of research on teaching knowledge in the context of undergraduate STEM education. Evidence-based instructional strategies can address challenges in STEM education, improving learning outcomes for students. However, the enactment of evidence-based instruction depends on the instructor. We know very little about knowledge for teaching STEM at the college level and how it relates to the quality of instruction. We will present an interdisciplinary review of research on teaching knowledge in the context of undergraduate STEM education. We found that studies were highly siloed, and we call for collaborative work that identifies connections across STEM disciplines. The majority of studies focused on declarative knowledge for teaching, indicating that future studies should focus on knowledge for teaching in practice. Finally, there was a scarcity of studies examining knowledge for teaching in the context of evidence-based instruction, and an expansion of this work and its relationship to student outcomes is needed.

Review of research on teaching knowledge for undergraduate instruction in STEM

Fall 2022 abstracts, posters, and presentations will launch in mid-September.

ACS Fall 2022

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