View lectures, photos, an overview and read a special publication about our celebration.
Faculty beliefs about teaching found to change according to situation
WCER researcher Matthew Hora finds that faculty often hold multiple beliefs about how students learn best and that these beliefs vary according to the situation.
Hora interviewed 56 science and math faculty at three large public U.S. research institutions with similar numbers of undergraduate students. He concludes that a situative approach most accurately describes how college-level teachers plan and teach their courses.
Three common beliefs
Analysis of faculty interview responses produced 15 beliefs about student learning. Three in particular were commonly reported. Read more
Preparing for Radical Teaching by Encouraging Student Talk
Before Leema Berland, Melissa Braaten and Rosemary Russ arrived as at the University of Wisconsin-Madison, they each were convinced that the best way for students to learn science was for teachers to listen to them and encourage them to develop and support their own ideas.
It wasn’t until the three researchers landed in the School of Education’s Department of Curriculum and Instruction, however, that they decided to team up to see how they could support those best practices among teachers-in-training.
“The research is pretty convincing, and pretty widely accepted – kids have to talk about their own ideas about science in order to learn,” Russ said. “The challenge came when we looked into how we could we make teachers aware of that and know it’s actually happening in their classrooms. Read more