BACKGROUND Evidence-based teaching, such as active learning, is associated with increases in student learning and engagement. Although many faculty are beginning to adopt innovative practices, traditional lecture-based teaching tends to dominate college science education. What are the factors associated with faculty's decision to incorporate evidence-based teaching? While there are known barriers that limit adoption of evidence-based practices in science classrooms (e.g., lack of time, student resistance), the present work reveals that instructors' perceptions of supports (e.g., access to teaching resources, encouragement from colleagues) shows a stronger relationship to instructors' use of evidence-based teaching. RESULTS These results come from a uniquely large dataset of college science faculty and instructors from across the USA (n = 584), who received training in evidence-based teaching. Multiple linear regression analyses of the relationship among perceived supports, barriers, and reported implementation of evidence-based practices showed that instructors report greater implementation when they perceive more social, personal, and resource supports even when barriers are also indicated as present. CONCLUSION Faculty's perceived supports, not perceived barriers, are most strongly related to their reported implementation of evidence-based teaching. These findings suggest relevant stakeholders devote increased attention identifying and building the factors that promote evidence-based teaching in addition to reducing what inhibits it.

中文翻译：

---

大学 STEM 中的感知支持和循证教学。

背景技术基于证据的教学，例如主动学习，与学生学习和参与的增加相关。尽管许多教师开始采用创新实践，但传统的讲座式教学往往主导大学科学教育。教师决定采用循证教学的相关因素有哪些？虽然存在限制在科学课堂中采用循证实践的已知障碍（例如，缺乏时间、学生抵制），但目前的工作表明，教师对支持的看法（例如，获得教学资源、同事的鼓励）表明与教师使用循证教学有更强的关系。结果 这些结果来自美国各地大学科学教员和讲师 (n = 584) 的独特大型数据集，他们接受过循证教学培训。对感知支持、障碍和报告的循证实践实施情况之间关系的多元线性回归分析表明，当教师感知到更多的社会、个人和资源支持时，即使障碍也存在，他们也会报告更好的实施情况。结论 教师感知到的支持，而不是感知到的障碍，与他们报告的循证教学实施情况密切相关。这些发现表明，相关利益相关者除了减少阻碍循证教学的因素外，还应更加关注识别和建立促进循证教学的因素。