Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 3 |
Descriptor
Lecture Method | 3 |
Misconceptions | 3 |
Introductory Courses | 2 |
Active Learning | 1 |
African American Students | 1 |
Alaska Natives | 1 |
American Indians | 1 |
Astronomy | 1 |
Biological Sciences | 1 |
Biology | 1 |
Case Method (Teaching… | 1 |
More ▼ |
Author
Bayliss, Frank | 1 |
Carnal, Nancy | 1 |
Drake, John R. | 1 |
Gross, Nicholas A. | 1 |
Lopez, Ramon E. | 1 |
Peterfreund, Alan R. | 1 |
Rath, Kenneth A. | 1 |
Xenos, Samuel P. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Evaluative | 3 |
Education Level
Higher Education | 3 |
Postsecondary Education | 1 |
Audience
Teachers | 1 |
Location
California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Does not meet standards | 1 |
Drake, John R. – Journal of Information Technology Education: Innovations in Practice, 2012
Active learning has been championed in academic circles as the pedagogical fix to boring lectures typically found in introduction to information systems courses. However, the literature on active learning is mixed. In this paper, we critically examine active learning research and discover a misplaced emphasis leading to paradoxical findings in…
Descriptors: Classroom Techniques, Learning Theories, Class Activities, Course Objectives
Gross, Nicholas A.; Lopez, Ramon E. – Astronomy Education Review, 2009
Anecdotal evidence has suggested that advanced undergraduate students confuse the spiral structure of the interplanetary magnetic field with the flow of the solar wind. Though it is a small study, this paper documents this misconception and begins to investigate the underlying issues behind it. We present evidence that the traditional presentation…
Descriptors: Undergraduate Students, Graduate Students, Mechanics (Physics), Misconceptions
Rath, Kenneth A.; Peterfreund, Alan R.; Xenos, Samuel P.; Bayliss, Frank; Carnal, Nancy – CBE - Life Sciences Education, 2007
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the…
Descriptors: Introductory Courses, Graduation Rate, Scientific Methodology, Cooperative Learning