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Shore\u003Cbr>McGill University, [bruce.m.shore@mcgill.ca](bruce.m.shore@mcgill.ca)\u003Cbr>Follow this and additional works at: [https://ir.lib.uwo.ca/cjsotl_rcacea](https://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Chemistry Commons, Educational Methods Commons, and the Scholarship of Teaching and Learning Commons |  |\n\nRecommended Citation  \nChichekian, T., Hua, O., & Shore, B. M. (2018). Chemistry Professors' Perceptions of Undergraduate Learning. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (1). Retrieved from [https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/3](https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/3)  \nChemistry Professors' Perceptions of Undergraduate Learning  \nAbstract  \nThis study investigated 27 chemistry professors’ perceptions of learning in undergraduate education and their suggestions for adopting an inquiry-based pedagogical approach to teaching and learning. Semistructured interviews revealed that two thirds of participants perceived undergraduate learning in traditional ways such asthe acquisition of basic facts in a discipline. One fifth perceived undergraduate education as an active way of learning, specifically taking advantage of existing opportunities for students to engage in research experiences. Four professors described learning as a balance between the roles undertaken by students and instructors, namely students becoming more involved in the process of asking questions. Suggestions on how to bring teaching and research closer together in undergraduate education included (a) seeking research opportunities,(b) providing authentic learning environments,(c) capturing students’ curiosity, and (d) varying teaching methods. Although some statements did not provide a specific practical suggestion about how to achieve an inquiry-based pedagogical approach in higher education, a beginning of change was observed among chemistry professors' perceptions of students’ roles toward one of active learning.  \nCette étude analyse les perceptions de 27 professeurs de chimie sur l’apprentissage dans l’enseignement au niveau du premier cycle ainsi que leurs suggestions pour adopter une approche pédagogique d’apprentissage fondé sur l’exploration. Des entrevues semistructurées ont révélé que les deux-tiers des participants percevaient l’apprentissage au niveau du premier cycle de manière traditionnelle, tel que l’acquisition de connaissances de base dans une discipline. Un cinquième d’entre eux percevaient l’enseignement au niveau du premier cycle comme une manière active d’apprendre, spécifiquement en profitant des opportunitésexistantes qui permettent aux étudiants de participer à des expériences de recherche. Quatre professeurs ontdécrit l’apprentissage comme un équilibre entre les rôles joués par les étudiants et ceux joués par les instructeurs, c’est-à-dire les situations où les étudiants sont davantage impliqués dans le processus qui consiste à poser des questions. Des suggestions pour savoir comment rapprocher l’enseignement et la recherche dans l’enseignement au niveau du premier cycle comprennent : (a) rechercher des occasions de recherche,(b) fournir des environnements d’apprentissage authentique,(c) éveiller la curiosité des étudiants, et (d) varier les méthodes d’enseignement. Bien que certaines déclarations n’aient pas fourni de suggestions pratiques spécifiques sur la manière d’en arriver à une approche pédagogique d’apprentissage fondé sur l’exploration dans l’enseignement supérieur, un début de changement a été observé parmi les perceptions des professeurs de c","cbCaidOUFChBOA9e","https://ap.wps.com/l/cbCaidOUFChBOA9e","pdf",360215,17,"English","# Abstract\n## Study focus and method\n## Key findings about professors’ perceptions\n## Recommendations for inquiry-based teaching","[{\"question\":\"How many chemistry professors participated in the study?\",\"answer\":\"The study investigated 27 chemistry professors. Semistructured interviews were used to gather their perceptions and suggestions.\"},{\"question\":\"What did two thirds of participants perceive as undergraduate learning?\",\"answer\":\"Two thirds perceived undergraduate learning in traditional ways, such as acquiring basic facts in a discipline.\"},{\"question\":\"What were the key recommendations for bringing teaching and research closer in undergraduate education?\",\"answer\":\"Suggestions included seeking research opportunities, providing authentic learning environments, capturing students’ curiosity, and varying teaching methods.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - Volume 9 - Issue 1 - Article 3 | PDF",1792081753,43]