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ERIC Number: EJ1363642
Record Type: Journal
Publication Date: 2022
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: EISSN-1943-4898
Available Date: N/A
Active Learning Classrooms: Addressing Learning Differences in Large-Enrollment Introductory Science Courses
Hushman, Carolyn; Pun, Aurora; Knottenbelt, Sushilla
Journal of College Science Teaching, v52 n1 p43-49 Sep-Oct 2022
Active learning classrooms (ALCs) are designed to support collaborative learning in large class sections that are often taught with a lecture format. Studies on ALCs indicate that they have positive influences on student learning, but the same studies fail to look at learning differences between subgroups of students. In the current study, students enrolled in an introductory STEM course (N = 273) instructed in ALCs completed learning inventories and questionnaires designed to measure the influence of social context. Results showed a lack of learning differences within the classroom environment, a positive relationship between learning gains and perceptions of the student-student interactions, and differences in the perception of the social context unique to ALCs based on gender and ethnic and racial diversity.
National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A