The Impact of Physics Education Research on the Teaching of Introductory Quantitative Physics

During the Fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (a 50.3% response rate). This paper presents results of one part of the survey where faculty were asked to rate their level of knowledge and use of 24 Research-Based Instructional Strategies (RBIS) that are applicable to an introductory quantitative physics course. Almost all faculty (87.1%) indicated familiarity with one or more RBIS and approximately half of faculty (48.1%) say that they currently use at least one RBIS. Results also indicate that faculty rarely use RBIS as recommended by the developer, but instead commonly make significant modifications.