Knowledge and interest do not necessarily impact practice
The survey results presented above suggest that faculty are generally aware of research‐based ideas
(even if their knowledge is somewhat fuzzy). There is also evidence that faculty are, at least in principle,
interested in implementing these strategies. For example, in the physics web survey, after asking faculty to rate their knowledge and use of the 24 named instructional strategies we asked them if they were
interested in using more of these sorts of strategies. Seventy percent of respondents said ‘yes’.
However, the surveys, as well as our other studies [9,10] indicate that having knowledge of an
innovation and a desire to use it does not necessarily translate into use.
The physics survey respondents who indicated interest in using more strategies were then given a
text box and asked “What prevents you from using more of these strategies?” By far the most common
reason, mentioned by 53% of those answering the question, was a lack of time [5]. Typically, the
respondent was referring to the extra time it would require to learn about a strategy and then
effectively implement the changes, though time in class to complete activities was also a common
concern. Time is one of a set of situational factors that instructors see as constraints preventing the use
of alternative instructional strategies [9]. We have consistently found that situational factors play a
significant role in the gap between knowledge and use.
A summary of the most salient situational constraints identified in an interview study is given below
(adapted from Ref. 9).
Expectations of Content Coverage: Instructors may forgo research‐based methods that are geared
toward deep understanding if they feel they must cover a lot of material. Likewise, they may change
their instruction if this expectation is diminished.
Lack of Instructor Time: Instructors are sometimes too busy with large teaching loads and/or
research responsibilities to have the time to learn about and integrate new techniques.
Departmental Norms: If other members of the department are integrating research‐based methods
it is easier for instructors to do so as well. It is much more difficult if traditional methods are the norm
and there are no local role models to follow or offer supportive.
Student Resistance: Instructors frequently cite poor student study skills or work ethics as limiting
their ability to use alternative instructional strategies. Additionally, they believe students often do not
support research‐based methods. In particular, they do not like to interact with each other and are
often not prepared to think independently.
Class Size and Room Layout: Many of the instructors indicated that they worked in departments
where they were expected to teach large numbers of students in lecture halls with seats bolted to the
floor. They indicated that these characteristics made it harder to use many research‐based methods
that focus on interactivity, cooperative learning, and formative assessment.
Time Structure: Semesters are of a fixed length of time and do not allow for individual differences in
learning needs. Also, since students are taking other courses the time they have available for one
course is limited.