The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth

Persistent Link:
http://hdl.handle.net/10150/194216
Title:
The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth
Author:
Offerdahl, Erika Gudrun
Issue Date:
2008
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The objectives of this study were to (1) characterize the nature of biochemistry faculty members' "instructor thinking" with regard to teaching upper-level, large-lecture biochemistry courses, (2) identify factors associated with changes in instructor thinking, and (3) investigate the relationship between instructor thinking and teaching practice. For the purposes of this study, "instructor thinking" was defined as an instructor's thoughts about (1) teaching, including the role of instructors, student engagement, instructional strategies, and assessment and (2) students and learning, including personal experiences with learning, student roles and capabilities, and student learning. Instructor thinking of three university faculty members was investigated over the course of two semesters. Semi-structured in-depth interviews, faculty members' reflective journals, e-mail, course documents and investigator observations and field notes served as qualitative data sources. Descriptive and interpretive data coding methods were applied to the data and emergent themes were reported in three individual case studies depicting instructor thinking. A cross-case analysis of the three cases was conducted and revealed factors associated with changes in instructor thinking: pedagogical dissatisfaction, creation of productive spaces for reflection by a knowledgeable other, and experimentation with assessment strategies. These factors opened the door for new lines of instructor self-inquiry and introspection about teaching and, in some cases, created new prospects for change in teaching practice.
Type:
text; Electronic Dissertation
Keywords:
assessment; cognition; higher education; instructor thinking; teaching practice; faculty beliefs
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Biochemistry & Molecular Biophysics; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Elfring, Lisa; Baldwin, Thomas

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growthen_US
dc.creatorOfferdahl, Erika Gudrunen_US
dc.contributor.authorOfferdahl, Erika Gudrunen_US
dc.date.issued2008en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe objectives of this study were to (1) characterize the nature of biochemistry faculty members' "instructor thinking" with regard to teaching upper-level, large-lecture biochemistry courses, (2) identify factors associated with changes in instructor thinking, and (3) investigate the relationship between instructor thinking and teaching practice. For the purposes of this study, "instructor thinking" was defined as an instructor's thoughts about (1) teaching, including the role of instructors, student engagement, instructional strategies, and assessment and (2) students and learning, including personal experiences with learning, student roles and capabilities, and student learning. Instructor thinking of three university faculty members was investigated over the course of two semesters. Semi-structured in-depth interviews, faculty members' reflective journals, e-mail, course documents and investigator observations and field notes served as qualitative data sources. Descriptive and interpretive data coding methods were applied to the data and emergent themes were reported in three individual case studies depicting instructor thinking. A cross-case analysis of the three cases was conducted and revealed factors associated with changes in instructor thinking: pedagogical dissatisfaction, creation of productive spaces for reflection by a knowledgeable other, and experimentation with assessment strategies. These factors opened the door for new lines of instructor self-inquiry and introspection about teaching and, in some cases, created new prospects for change in teaching practice.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectassessmenten_US
dc.subjectcognitionen_US
dc.subjecthigher educationen_US
dc.subjectinstructor thinkingen_US
dc.subjectteaching practiceen_US
dc.subjectfaculty beliefsen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineBiochemistry & Molecular Biophysicsen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairElfring, Lisaen_US
dc.contributor.chairBaldwin, Thomasen_US
dc.contributor.committeememberElfring, Lisaen_US
dc.contributor.committeememberBaldwin, Thomasen_US
dc.contributor.committeememberTomanek, Debraen_US
dc.contributor.committeememberHarris, Christopheren_US
dc.identifier.proquest2713en_US
dc.identifier.oclc659749722en_US
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