Lack of clarity in university teaching: A case study

摘要: Correlational studies suggest that clarity in teaching plays a crucial role student learning and satisfaction from instruction. Other quantitative identify low-inference teacher behaviors are components of clear The present study used qualitative methods to examine unclarity physics undergraduate course for non-science majors. Teaching was measured both as high- behavior. Evidence several data sources converge reveal very low level understanding the material presented, strong dissatisfaction with instruction, good match between low- inference behaviors. This is explained by instructor's insufficient pedagog- ical knowledge, his inability apply those pedagogical principles he does know actual classroom misconceptions regarding learning, detachment students subsequent lack adjustment instruction them.