A multi-case study exploring decibel analysis for research in teaching as insight into teaching practices in postsecondary science
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2025-02-18
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Abstract
This qualitative multi-case study examines the use of Decibel Analysis for Research in Teaching (DART) as a feedback tool for gaining insights into undergraduate science teaching practices. Despite the increasing emphasis on active learning and evidence-based teaching strategies, research suggests traditional lecture-based methods continue to persist, particularly in large STEM courses. DART provides faculty with quantitative data on the time students spend engaged in active learning, offering insights into classroom dynamics and student engagement. The study finds that when combined with reflective dialogue and consultative support, DART enables instructors to make data-informed adjustments to better align their teaching strategies with student-centered goals. This research demonstrates DART’s potential to enhance faculty development by providing more objective, quantitative feedback compared to traditional methods. With further research and institutional support, DART could contribute to improving undergraduate science education by offering personalized, data-driven feedback, supporting incremental teaching adjustments, and fostering discussions that link teaching practices, student engagement, and learning outcomes.
Contents
Subject
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Education
Science education
Higher education
Teaching practices
Science education
Higher education
Teaching practices
Research Projects
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Dissertation
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Education