Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons

Shekhar, Prateek; Borrego, Maura; DeMonbrun, Matt; Finelli, Cynthia; Crockett, Caroline; Nguyen, Kevin

doi:10.1080/0047231x.2020.12290664

Cited by 26 publications

(1 citation statement)

References 65 publications

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“…[18] Además, revisiones recientes señalan que en algunos de estos ambientes de trabajo los alumnos terminan perdiendo interés hacia el estudio de las materias científicas. [19] Sin negar a priori el potencial beneficio educativo de estas técnicas o métodos de enseñanza, aunque siempre dentro de su adecuado encaje disciplinar, no sólo habría que demostrar convenientemente su eficacia educativa (más allá de acciones puntuales y limitadas), sino que además habría que acotar sus principios teóricos, así como los modos de llevarlos a la práctica, señalando sus limitaciones, así como los posibles peligros o efectos no deseados que se pueden producir.…”

Section: Algunos Peligros Interrogantes Y Cautelas Sobre Los Nuevos M...unclassified

Sobre la innovación educativa en la enseñanza de la química en las universidades españolas

Quílez Pardo

2024

AnQuimRSEQ

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Section: Algunos Peligros Interrogantes Y Cautelas Sobre Los Nuevos M...unclassified

Sobre la innovación educativa en la enseñanza de la química en las universidades españolas

Quílez Pardo

2024

AnQuimRSEQ

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From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

Harris

McCarthy

Wright

et al. 2020

Ecology and Evolution

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In response to COVID-19, in spring, 2020 many of us rapidly took our in-person courses to an online format. This was panic pedagogy and we made the best of an emergency situation. Going forward, we now have a chance to reflect and think critically about how to best develop and deliver evolutionary and ecological content online. In this piece we challenge instructors to use the opportunity created by the COVID-19 pandemic to rethink the way in which they teach. Let us leverage the situation to increase use of active and inclusive practices in our (online) classrooms. We encourage instructors to be

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How do digital textbook platforms promote active learning in undergraduate biology courses?

Metcalf

Bernacki

2022

J Res Sci Teach

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Discipline‐based educational researchers and institutions that provide guidance on Science, Technology, Engineering, and Mathematics instruction have long documented the impact of active learning strategies on student learning and achievement, the lack of incorporation of active learning into undergraduate instruction, and the languishing rates of progression through and completion of undergraduate degree programs. Most research on improving active learning has been found to focus on instructors and the ways they have promoted active learning in their course design. Our aim was to consider the ways that textbook publishers and the online learning platforms they have produced have provided resources to promote active learning. This content analysis has documented the degree to which the digital platform companions to four highly subscribed introductory biology textbooks have provided resources that promote (1) highlighting of informational texts, (2) self‐testing, and (3) generative strategies for learning, including self‐explanation, summarization, and elaboration. Digital platforms largely supported highlighting and self‐testing, but the features of these tools could have been improved to promote more productive engagement in the learning strategies and to provide more explicit instruction about and scaffolding of the practices. Resources that promoted additional generative strategies were more limited. Implications relevant to developers and instructors who wish to leverage digital resources to promote active learning are included and are grounded via empirical support of design and implementation choices.

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Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons

Cited by 26 publications

References 65 publications

Sobre la innovación educativa en la enseñanza de la química en las universidades españolas

Sobre la innovación educativa en la enseñanza de la química en las universidades españolas

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

How do digital textbook platforms promote active learning in undergraduate biology courses?

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