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Fostering improved anatomy and physiology instructor pedagogy
Allison Mattheis1, Murray Jensen2
1California State University-Los Angeles, Los Angeles, California; and amatthe5@calstatela.edu.
Advances in Physiology Education
|December 1, 2014
Summary
This study shows that long-term professional development helps college anatomy and physiology instructors shift from teacher-centered to student-centered teaching methods, improving pedagogical expertise.
Area of Science:
- Science Education
- Anatomy and Physiology Pedagogy
Background:
- Undergraduate science education reform faces challenges in changing instructor practices.
- Developing pedagogical expertise is crucial for effective science teaching.
Purpose of the Study:
- To develop pedagogical expertise in college anatomy and physiology instructors.
- To promote student-centered teaching in introductory anatomy and physiology courses.
Main Methods:
- A 2-year research study involving individual interviews and classroom observations.
- Utilized the Teacher Beliefs Inventory questionnaire.
- Included participation in Process-Oriented Guided Inquiry Learning (POGIL) curriculum writing workshops.
Main Results:
- Instructors demonstrated a shift from teacher-centered to student-centered pedagogy.
- Long-term professional development initiatives proved beneficial for instructors.
- Successful curriculum development process emphasizing student-centered teaching was documented.
Conclusions:
- Sustained professional development can foster significant pedagogical change in science instructors.
- Student-centered approaches are effective in anatomy and physiology education.
- This study provides a model for broader reform efforts in undergraduate science education.
Keywords:
instructional changeintroductory anatomy and physiologyprofessional developmentundergraduate educationMore Related Videos
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