Active learning classrooms (ALC) are technology-rich, student-centered classrooms designed to promote instructional approaches that focus on higher levels of student engagement in course material using problem-solving, discussions, and other activities. Although numerous studies have shown that ALCs contribute to improving student performance at the collegiate level, it has been observed that they are either used incorrectly or not to their full potential. In this study, STEM (Science, Technology, Engineering, and Mathematics) faculty knowledge about the relationship between physical space and pedagogy was examined with the goal of understanding how faculty use space to convey messages in the classroom. To do this, faculty were interviewed about their ideal classroom and how they would use it and were asked to draw their classroom as they explained. Transcripts were analyzed using the ETPACK Framework, which describes four knowledge domains and builds on the previously established TPACK framework. The major difference between these two frameworks is that ETPACK includes an environment domain to understand the messages students receive from various aspects of the room. Drawings were separately analyzed by identifying the hierarchy of the idealized classrooms. The hierarchy of the classrooms and knowledge of environment and pedagogy were compared to better understand how STEM faculty understand the relationship. Faculty knowledge about the relationship ranged from none at all (e.g. “it doesn't matter where things in the room are positioned”) to a relatively extensive understanding where faculty utilized the space in order to tailor their approach to that of a student-centered learning environment (group work, practice, discussion). It was also found that some faculty understood this relationship and chose to utilize it to tailor their instruction to a professor-focused learning environment (podium, lecturing, etc).

Drawing their ideal learning space: Chemistry faculty knowledge about the relationship between physical space and pedagogy

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