Trickles of STEM Instructors’ Epistemological and Pedagogical Beliefs on Their Practices in Blended Courses

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Abstract

The paper uses a socio-constructive framework to explore STEM instructors’ epistemological beliefs (around the nature of knowledge) and pedagogical beliefs (around conceptions of teaching and learning). It further explores the relationship of both these beliefs and their practices in blended courses. The paper is a part of a larger study and draws its data from online Qualtrics survey of 29 instructors, audio-recorded individual instructor interviews with 15 instructors, and classroom observations with 6 instructors. This mixed-methods study was analyzed using SPSS and NVIVO. Findings uncover STEM instructors’ inclination to fixed nature of knowledge and focus on students reaching that knowledge further influencing their pedagogies and practices. It offers implications for universities, teaching and learning centers.

Authors

• Taru Malhotra, University of Waterloo

• Ronald D. Owston, York University