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  • What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors
Title: What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors
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.  more » « less
Award ID(s):
1726328 2028134 1726379 1726126 1726281
NSF-PAR ID:
10281467
Author(s) / Creator(s):
; ; ; ; ;
Editor(s):
Bianchi, Cesario
Date Published:
Journal Name:
PLOS ONE
Volume:
16
Issue:
2
ISSN:
1932-6203
Page Range / eLocation ID:
e0247544
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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