The challenges of instructional change under the best of circumstances: A case study of one college physics instructor

Abstract

Physics education researchers have compiled substantial evidence that student course outcomes can be improved if physics instructors incorporate research-based instructional strategies into their teaching. Some instructors find this evidence convincing and attempt to change their instruction. Some of these instructors are successful and some are not. This paper presents the results of a case study of an experienced physics instructor as he attempted to change his instructional practices. Although the instructor appeared to have the prerequisites for successful change, he still encountered difficulties. Four factors were identified that limited his ability to change: an implicit instructional model, incomplete knowledge of instructional strategies, overly optimistic initial planning, and a desire to work within perceived external constraints. Contrary to common models of instructional change, the instructor did not attempt to learn many details about available techniques and engaged in a significant amount of invention of new techniques and reinvention of existing techniques.

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