A Journal of Postdoctoral Research.
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    ISSN : 2328-9791
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EDITORIAL : Uncovering Instructor Misconceptions through Evidence-based Pedagogy
Justin Fendos
Fudan University, Dongseo University
Tan School of Genetics, Fudan University, Shanghai, China
Dongseo University, Busan, South Korea

As described in this issue’s review about scientific teaching, an evidence-based approach to pedagogy is gradually gaining momentum across a wide range of academic disciplines, most notably the STEM fields. A number of challenges still remain on the road ahead but substantial progress has been made. One topic to emerge as a particularly active research area is the identification of misconceptions in learning or teaching processes1 2 3. Misconceptions of this type can be harbored by either the student or instructor (and sometimes both)4 5 6. In recent years, an array of diverse research has been conducted to identify misconceptions across a number of academic disciplines, offering startling insights into the relationship between student or instructor perception and outcomes in different learning processes7 8 9 10 11. In many respects, the results from this area have yielded some of the biggest surprises in evidence-based pedagogy.


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