Methods
This was a descriptive study
aimed at analyzing what conceptions of teaching and learning university science
professors have. For this purpose, a prospective ex-post-facto design
was chosen and the variables conceptions
of teaching and consistency index
were analyzed using the theories discussed as part of the theoretical framework.
Participants
The study included 100
science professors from the National University of Mar del Plata, Argentina,
belonging to different science departments within the university. They were
divided into four groups according to their seniority as university professors.
The first group had between 1 and 7 years' experience; the second group,
between 8 and 14; the third group, between 15 and 20; and the fourth group,
more than 20 years’ experience. They were informed about the purpose of the
study and they agreed to participate in it.
Materials
A dilemma questionnaire
(See Appendix A), which had previously been adapted and validated for data
collection purposes, was administered to all participants. The questionnaire
was specifically designed to provide information on the variables conceptions of teaching and consistency index, and included
questions related to the nature of teaching, learning and assessment, as well
as to methods of assessment. In order to protect the participants’ identity,
the questionnaire was anonymous and only asked participants to indicate the
number of years of experience they had in university teaching but not their
names.
Procedure
First, one hundred science professors from the National University of Mar
del Plata, Argentina, were recruited from various science departments within
the university. Participants were then divided into four groups of 25
professors each according to the number of years of experience they had in
university teaching. After such classification was completed, a dilemma
questionnaire, previously adapted and validated for data collection purposes,
was administered to all participants in order to analyze the variables conceptions of teaching and consistency index. These variables were then
analyzed for each group under the light of the theories presented as part of
the theoretical framework.
References
Mateos-Sanz, M.M., García, M.B., Villanova, S.L. (2011). Conceptions of teaching and learning held by University Science Professors [Abstract]. Revista Iberoamericana de Educación Superior, Vol 2, No. 3. Retrieved from
No comments:
Post a Comment