P28: Adaptation variations in instructional strategies and implications for future research
The growing body of chemistry education research indicates no shortage in the development of new instructional strategies and methods for teaching. Yet, little is known about how these innovations are specifically incorporated into classroom instruction when they are adopted (and usually adapted) by instructors who did not do the initial development. Focusing on collaborative and inquiry-based learning, this work seeks to understand the nature of adaptations and the extent to which they vary across different instructors and contexts. Our research traces the expansion of these instructional strategies from seminal papers onward, gathering evidence of their use and specifics of adaptation. From this information, we will discuss the range of contexts and purposes for collaborative or inquiry-based learning, how this influences adaptation, and the implications for further research into curriculum development and implementation.