A survey of 722 physics faculty conducted in 2008 found that many physics instructors had knowledge of research-based instructional strategies (RBISs), were interested in using more, but often discontinued use after trying. Considerable effort has been made during the decade following 2008 to develop and disseminate RBISs in physics as well as change the culture within the physics community to value RBIS use and other forms of student-centered instruction. This paper uses data from a 2019 survey of 1176 physics instructors to understand the current state of RBIS use in college-level introductory physics, thus allowing us to better understand some of the impacts of these efforts on physics instruction. Results show that self-reported knowledge and use of RBISs has increased considerably and discontinuation is now relatively low. However, although the percentage of time lecturing is less than 10 years ago, many instructors still engage in substantial lecturing (i.e., more than one-third of class time). Relatedly, we find that the majority of RBIS use centers on pedagogies designed to supplement a primarily lecture-based classroom rather than pedagogies designed to support a primarily active learning classroom. This suggests that the physics education research community and beyond has done well promoting knowledge about RBISs and inspiring instructors to try RBISs in their courses. But, there is still room to improve. Based on available evidence about effective instructional practices, we recommend that change agents focus on supporting instructors to increase the percent of class time in active learning and to implement higher impact strategies.

中文翻译：

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物理教师的知识和主动学习的使用在过去十年中有所增加，但大多数仍然讲授过多

2008年对722名物理教师进行的一项调查发现，许多物理教师了解基于研究的教学策略（RBIS），有兴趣使用更多，但经常在尝试后停止使用。 2008 年之后的十年间，人们做出了大量努力来开发和传播物理学中的 RBIS，并改变物理学界的文化，以重视 RBIS 的使用和其他形式的以学生为中心的教学。本文使用 2019 年对 1176 名物理教师进行的调查数据来了解 RBIS 在大学水平入门物理中的使用现状，从而使我们能够更好地了解这些努力对物理教学的一些影响。结果显示，自我报告的 RBIS 知识和使用情况显着增加，并且目前中止率相对较低。然而，尽管讲课时间比例已低于10年前，但许多教师仍然从事大量讲课（即超过课堂时间的三分之一）。与此相关的是，我们发现大多数 RBIS 的使用都集中在旨在补充主要以讲座为基础的课堂的教学法上，而不是旨在支持主要主动学习课堂的教学法。这表明物理教育研究界及其他领域在宣传 RBIS 知识和鼓励教师在课程中尝试 RBIS 方面做得很好。但是，仍有改进的空间。根据有效教学实践的现有证据，我们建议变革推动者重点支持教师增加主动学习的课堂时间百分比，并实施更具影响力的策略。