Do They See It Coming? Using Expectancy Violation to Gauge the Success of Pedagogical Reforms

We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of pedagogical reform by assessing the expectations and experiences of the students in the classroom. We implemented the PEVA i...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Physical review special topics. Physics education research 2010-02, Vol.6 (1), p.010102, Article 010102
Hauptverfasser: Gaffney, Jon D. H, Gaffney, Amy L. Housley, Beichner, Robert J
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of pedagogical reform by assessing the expectations and experiences of the students in the classroom. We implemented the PEVA in four physics classes at three institutions that used the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) pedagogy in order to gain an understanding of students' initial expectations, how those expectations are shifted during early classes, and what students report experiencing at the end of the semester. The results indicate appropriate shifts in student expectations during orientation, but some gaps between student expectations and experiences persisted. Students rated the communication aspects of SCALE-UP as desirable and indicated an overall positive affect toward the pedagogy, indicating that violations of their initial expectations were largely positive. By studying the patterns of the shifts in students' expectations and gaps between those expectations and their experiences, we gain insight for improving both the orientation of the students and the implementation of the course. (Contains 3 figures and 8 tables.) [A 37-item list of references and notes is provided.]
ISSN:1554-9178
1554-9178
2469-9896
DOI:10.1103/PhysRevSTPER.6.010102