Faculty perception of constructivist change in teaching of introductory college chemistry courses

摘要

There has been much questioning in the chemistry education literature of the effectiveness of introductory chemistry courses, particularly pointing to the high dropout and failure rate. Studies question the effectiveness of lecturing, the most common methodology for teaching introductory chemistry. Currently there is much discussion as to use of alternative, constructivist teaching and learning models which are more consistent with scientific inquiry.;This study is a qualitative, naturalistic investigation of the perceptions of seven college chemistry professors who hold doctorates in chemistry, teach introductory chemistry and express interest in improving teaching and learning. In-depth open-ended interviews were used to gain information on their perceptions of constructivist innovations in introductory college chemistry, and opportunities for, and barriers to, changes in those directions.;The professors who expressed some constructivist views and used some constructivist methodologies, were found to not be familiar with educational theory, but rather to be guided by their understanding of the nature of scientific inquiry. They also expressed a desire to reduce or abandon lecture as inadequate, and to introduce more inquiry-based, collaborative, questioning, and writing activities that would be more consistent with the nature of chemistry. Barriers of lack of knowledge of educational theory, large class size, heavy course content, shortage of time, and cost were perceived by the professors.;The implication of the study is that professors desire changes in introductory chemistry and are ready to initiate substantial constructivist changes to provide students of chemistry with experience more consistent with the nature of chemistry. Such changes will require greater knowledge of educational theory, departmental and interdepartmental cooperation, and overcoming of barriers of course content and finances.