Details

Autor(en) / Beteiligte

• Apkarian, Naneh
• Henderson, Charles
• Stains, Marilyne
• Raker, Jeffrey
• Johnson, Estrella
• Dancy, Melissa
• Bianchi, Cesario

Titel

What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors

Ist Teil von

• PloS one, 2021-02, Vol.16 (2), p.e0247544-e0247544

Ort / Verlag

United States: Public Library of Science

Erscheinungsjahr

2021

Quelle

EZB Electronic Journals Library

Beschreibungen/Notizen

• 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.