Abstract
One hundred eighteen high school and college teachers in Southern California completed a web‐based survey designed to better understand the differences in physics classrooms and the reasons behind the teachers’ choices. Survey topics included teachers’ familiarity and use of research‐based instructional strategies, amount of student‐student interaction in their classes, their views about teaching and their interactions with the physics teaching community. Partial results from the survey are presented in this paper. Among the findings was that while increased interactions with colleagues correlated with more student‐student interactions, increased participation in conferences or reading of journals related to physics teaching did not.
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