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Results from a national survey of chemistry, mathematics, and physics instructors", "creators": [ { "creatorType": "author", "firstName": "Naneh", "lastName": "Apkarian" }, { "creatorType": "author", "firstName": "Charles", "lastName": "Henderson" }, { "creatorType": "author", "firstName": "Marilyne", "lastName": "Stains" }, { "creatorType": "author", "firstName": "Jeffrey", "lastName": "Raker" }, { "creatorType": "author", "firstName": "Estrella", "lastName": "Johnson" }, { "creatorType": "author", "firstName": "Melissa", "lastName": "Dancy" } ], "abstractNote": "Six common beliefs about the usage of active learning in introductory STEM courses are investigated using survey data from 3769 instructors. Three beliefs focus on contextual factors: class size, classroom setup, and teaching evaluations; three focus on individual factors: security of employment, research activity, and prior exposure. The analysis indicates that instructors in all situations can and do employ active learning in their courses. However, with the exception of security of employment, trends in the data are consistent with beliefs about the impact of these factors on usage of active learning. We discuss implications of these results for institutional and departmental policies to facilitate the use of active learning.", "publicationTitle": "PLOS ONE", "publisher": "Public Library of Science", "place": "", "date": "Feb 25, 2021", "volume": "16", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "e0247544", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "PLOS ONE", "DOI": "10.1371/journal.pone.0247544", "citationKey": "", "url": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0247544", "accessDate": "2021-04-08T03:47:08Z", "PMID": "", "PMCID": "", "ISSN": "1932-6203", "archive": "", "archiveLocation": "", "shortTitle": "What really impacts the use of active learning in undergraduate STEM education?", "language": "en", "libraryCatalog": "PLoS Journals", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Education", "type": 1 }, { "tag": "Employment", "type": 1 }, { "tag": "Human learning", "type": 1 }, { "tag": "Instructors", "type": 1 }, { "tag": "Lectures", "type": 1 }, { "tag": "Mathematical physics", "type": 1 }, { "tag": "Surveys", "type": 1 }, { "tag": "Undergraduates", "type": 1 } ], "collections": [ "77FW6AKY" ], "relations": {}, "dateAdded": "2021-04-08T03:47:08Z", "dateModified": "2021-04-08T03:47:08Z" } }, { "key": "UIVPDE9W", "version": 925, "library": { "type": "group", "id": 196897, "name": "STRIPE-EBIT", "links": { "alternate": { "href": "https://www.zotero.org/groups/stripe-ebit", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/196897/items/UIVPDE9W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stripe-ebit/items/UIVPDE9W", "type": "text/html" } }, "meta": { "createdByUser": { "id": 181464, "username": "hertzber", "name": "Jean Hertzberg", "links": { "alternate": { "href": "https://www.zotero.org/hertzber", "type": "text/html" } } }, "creatorSummary": "Deslauriers et al.", "parsedDate": "2019-09-24", "numChildren": 4 }, "data": { "key": "UIVPDE9W", "version": 925, "itemType": "journalArticle", "title": "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom", "creators": [ { "creatorType": "author", "firstName": "Louis", "lastName": "Deslauriers" }, { "creatorType": "author", "firstName": "Logan S.", "lastName": "McCarty" }, { "creatorType": "author", "firstName": "Kelly", "lastName": "Miller" }, { "creatorType": "author", "firstName": "Kristina", "lastName": "Callaghan" }, { "creatorType": "author", "firstName": "Greg", "lastName": "Kestin" } ], "abstractNote": "We compared students’ self-reported perception of learning with their actual learning under controlled conditions in large-enrollment introductory college physics courses taught using 1) active instruction (following best practices in the discipline) and 2) passive instruction (lectures by experienced and highly rated instructors). Both groups received identical class content and handouts, students were randomly assigned, and the instructor made no effort to persuade students of the benefit of either method. Students in active classrooms learned more (as would be expected based on prior research), but their perception of learning, while positive, was lower than that of their peers in passive environments. This suggests that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior (passive) pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning. Most importantly, these results suggest that when students experience the increased cognitive effort associated with active learning, they initially take that effort to signify poorer learning. That disconnect may have a detrimental effect on students’ motivation, engagement, and ability to self-regulate their own learning. Although students can, on their own, discover the increased value of being actively engaged during a semester-long course, their learning may be impaired during the initial part of the course. We discuss strategies that instructors can use, early in the semester, to improve students’ response to being actively engaged in the classroom.", "publicationTitle": "Proceedings of the National Academy of Sciences", "publisher": "", "place": "", "date": "2019/09/24", "volume": "116", "issue": "39", "section": "", "partNumber": "", "partTitle": "", "pages": "19251-19257", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "PNAS", "DOI": "10.1073/pnas.1821936116", "citationKey": "", "url": "https://www.pnas.org/content/116/39/19251", "accessDate": "2019-11-01T00:25:20Z", "PMID": "31484770", "PMCID": "", "ISSN": "0027-8424, 1091-6490", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "www.pnas.org", "callNumber": "", "rights": "Copyright © 2019 the Author(s). 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Chapter 6 has critical analysis of problem vs project based learning

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Bought in Kindle

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H.", "lastName": "Chi" }, { "creatorType": "author", "firstName": "Joshua", "lastName": "Adams" }, { "creatorType": "author", "firstName": "Emily B.", "lastName": "Bogusch" }, { "creatorType": "author", "firstName": "Christiana", "lastName": "Bruchok" }, { "creatorType": "author", "firstName": "Seokmin", "lastName": "Kang" }, { "creatorType": "author", "firstName": "Matthew", "lastName": "Lancaster" }, { "creatorType": "author", "firstName": "Roy", "lastName": "Levy" }, { "creatorType": "author", "firstName": "Na", "lastName": "Li" }, { "creatorType": "author", "firstName": "Katherine L.", "lastName": "McEldoon" }, { "creatorType": "author", "firstName": "Glenda S.", "lastName": "Stump" }, { "creatorType": "author", "firstName": "Ruth", "lastName": "Wylie" }, { "creatorType": "author", "firstName": "Dongchen", "lastName": "Xu" }, { "creatorType": "author", "firstName": "David L.", "lastName": "Yaghmourian" } ], "abstractNote": "ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that Interactive engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to Constructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of Active or Passive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5-year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement.", "publicationTitle": "Cognitive Science", "publisher": "", "place": "", "date": "2018", "volume": "42", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "1777-1832", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/cogs.12626", "citationKey": "", "url": "https://onlinelibrary.wiley.com/doi/abs/10.1111/cogs.12626", "accessDate": "2020-09-22T19:14:56Z", "PMID": "", "PMCID": "", "ISSN": "1551-6709", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2018 Cognitive Science Society, Inc.", "extra": "_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/cogs.12626", "tags": [ { "tag": "Active learning", "type": 1 }, { "tag": "Co-constructive learning", "type": 1 }, { "tag": "Cognitive engagement", "type": 1 }, { "tag": "Collaborative learning", "type": 1 }, { "tag": "Constructive learning", "type": 1 } ], "collections": [ "77FW6AKY" ], "relations": {}, "dateAdded": "2020-09-22T19:14:56Z", "dateModified": "2020-09-22T19:14:56Z" } }, { "key": "4Q4IX4U9", "version": 896, "library": { "type": "group", "id": 196897, "name": "STRIPE-EBIT", "links": { "alternate": { "href": "https://www.zotero.org/groups/stripe-ebit", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/196897/items/4Q4IX4U9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stripe-ebit/items/4Q4IX4U9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 181464, "username": "hertzber", "name": "Jean Hertzberg", "links": { "alternate": { "href": "https://www.zotero.org/hertzber", "type": "text/html" } } }, "creatorSummary": "Phillip C. 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written by old men. See text on secretaries and word processors, chapter 2.

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Nicole", "lastName": "Arroyo" }, { "creatorType": "author", "firstName": "Shawn", "lastName": "Behling" }, { "creatorType": "author", "firstName": "Nyasha", "lastName": "Chambwe" }, { "creatorType": "author", "firstName": "Dianne Laboy", "lastName": "Cintrón" }, { "creatorType": "author", "firstName": "Jacob D.", "lastName": "Cooper" }, { "creatorType": "author", "firstName": "Gideon", "lastName": "Dunster" }, { "creatorType": "author", "firstName": "Jared A.", "lastName": "Grummer" }, { "creatorType": "author", "firstName": "Kelly", "lastName": "Hennessey" }, { "creatorType": "author", "firstName": "Jennifer", "lastName": "Hsiao" }, { "creatorType": "author", "firstName": "Nicole", "lastName": "Iranon" }, { "creatorType": "author", "firstName": "Leonard", "lastName": "Jones" }, { "creatorType": "author", "firstName": "Hannah", "lastName": "Jordt" }, { "creatorType": "author", "firstName": "Marlowe", "lastName": "Keller" }, { "creatorType": "author", "firstName": "Melissa E.", "lastName": "Lacey" }, { "creatorType": "author", "firstName": "Caitlin E.", "lastName": "Littlefield" }, { "creatorType": "author", "firstName": "Alexander", "lastName": "Lowe" }, { "creatorType": "author", "firstName": "Shannon", "lastName": "Newman" }, { "creatorType": "author", "firstName": "Vera", "lastName": "Okolo" }, { "creatorType": "author", "firstName": "Savannah", "lastName": "Olroyd" }, { "creatorType": "author", "firstName": "Brandon R.", "lastName": "Peecook" }, { "creatorType": "author", "firstName": "Sarah B.", "lastName": "Pickett" }, { "creatorType": "author", "firstName": "David L.", "lastName": "Slager" }, { "creatorType": "author", "firstName": "Itzue W.", "lastName": "Caviedes-Solis" }, { "creatorType": "author", "firstName": "Kathryn E.", "lastName": "Stanchak" }, { "creatorType": "author", "firstName": "Vasudha", "lastName": "Sundaravardan" }, { "creatorType": "author", "firstName": "Camila", "lastName": "Valdebenito" }, { "creatorType": "author", "firstName": "Claire R.", "lastName": "Williams" }, { "creatorType": "author", "firstName": "Kaitlin", "lastName": "Zinsli" }, { "creatorType": "author", "firstName": "Scott", "lastName": "Freeman" } ], "abstractNote": "We tested the hypothesis that underrepresented students in active-learning classrooms experience narrower achievement gaps than underrepresented students in traditional lecturing classrooms, averaged across all science, technology, engineering, and mathematics (STEM) fields and courses. We conducted a comprehensive search for both published and unpublished studies that compared the performance of underrepresented students to their overrepresented classmates in active-learning and traditional-lecturing treatments. This search resulted in data on student examination scores from 15 studies (9,238 total students) and data on student failure rates from 26 studies (44,606 total students). Bayesian regression analyses showed that on average, active learning reduced achievement gaps in examination scores by 33% and narrowed gaps in passing rates by 45%. The reported proportion of time that students spend on in-class activities was important, as only classes that implemented high-intensity active learning narrowed achievement gaps. Sensitivity analyses showed that the conclusions are robust to sampling bias and other issues. To explain the extensive variation in efficacy observed among studies, we propose the heads-and-hearts hypothesis, which holds that meaningful reductions in achievement gaps only occur when course designs combine deliberate practice with inclusive teaching. Our results support calls to replace traditional lecturing with evidence-based, active-learning course designs across the STEM disciplines and suggest that innovations in instructional strategies can increase equity in higher education.", "publicationTitle": "Proceedings of the National Academy of Sciences", "publisher": "National Academy of Sciences", "place": "", "date": "2020/03/24", "volume": "117", "issue": "12", "section": "Social Sciences", "partNumber": "", "partTitle": "", "pages": "6476-6483", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "PNAS", "DOI": "10.1073/pnas.1916903117", "citationKey": "", "url": "https://www.pnas.org/content/117/12/6476", "accessDate": "2020-06-09T01:46:18Z", "PMID": "32152114", "PMCID": "", "ISSN": "0027-8424, 1091-6490", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "www.pnas.org", "callNumber": "", "rights": "Copyright © 2020 the Author(s). Published by PNAS.. https://creativecommons.org/licenses/by-nc-nd/4.0/This open access article is distributed under Creative Commons Attribution-NonCommercial-NoDerivatives License 4.0 (CC BY-NC-ND).", "extra": "", "tags": [ { "tag": "achievement gaps", "type": 1 }, { "tag": "active learning", "type": 1 }, { "tag": "heads-and-hearts hypothesis", "type": 1 }, { "tag": "individual-participant data metaanalysis", "type": 1 }, { "tag": "underrepresented minorities", "type": 1 } ], "collections": [ "57763GE9", "77FW6AKY" ], "relations": {}, "dateAdded": "2020-06-09T01:46:18Z", "dateModified": "2020-06-09T01:46:18Z" } } ]