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Donisha D. Smith; Jessica E. Bartley; Julio A. Peraza; Katherine L. Bottenhorn; Jason S. Nomi; Lucina Q. Uddin; Michael C. Riedel; Taylor Salo; Robert W. Laird; Shannon M. Pruden; Matthew T. Sutherland; Eric Brewe; Angela R. Laird – npj Science of Learning, 2025
Academic institutions are increasingly adopting active learning methods to enhance educational outcomes. Using functional magnetic resonance imaging (fMRI), we investigated neurobiological differences between active learning and traditional lecture-based approaches in university physics education. Undergraduate students enrolled in an introductory…
Descriptors: Cognitive Processes, Brain, Active Learning, Lecture Method
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Jaeseo Lim; Ji Won Yang; Min Hae Song; Jooyong Park – Science & Education, 2025
Many have investigated the effectiveness of teaching methods across different disciplines. In a previous study, we found the superior effectiveness of a two-part learning sequence consisting of self-study followed by discussion in humanities education. To examine the possibility of similar findings in science education, we compared that sequence…
Descriptors: Independent Study, Discussion (Teaching Technique), Lecture Method, Science Instruction
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Melissa Dancy; Charles Henderson; Naneh Apkarian; Estrella Johnson; Marilyne Stains; Jeffrey R. Raker; Alexandra Lau – Physical Review Physics Education Research, 2024
A survey of 722 physics faculty conducted in 2008 found that many physics instructors had knowledge of research-based instructional strategies (RBISs), were interested in using more, but often discontinued use after trying. Considerable effort has been made during the decade following 2008 to develop and disseminate RBISs in physics as well as…
Descriptors: Science Instruction, Science Teachers, Knowledge Level, Active Learning
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Derek McClellan; Raymond J. Chastain; Marci S. DeCaro – Journal of Computing in Higher Education, 2024
Use of online video lectures is increasingly common. However, students may struggle to self-regulate their attention and passively process the content. This study examined whether, and for whom, different types of embedded learning prompts improve student learning from video lectures. Undergraduate physics students (N = 253) watched an online,…
Descriptors: Video Technology, Electronic Learning, Lecture Method, Prompting
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Jessica Merricks; Dave Gammon; Kathy Gallucci – Journal of College Science Teaching, 2025
Traditional lab courses separate lectures from lab work, whereas integrated lab-lecture courses (also known as studio courses) combine both in a single session under one instructor. Previous studies suggest that integrated lab-lecture courses may have the potential to enhance the learning experience for introductory-level students. In this…
Descriptors: Introductory Courses, Biology, Nonmajors, Integrated Activities
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Anthony Howcroft; Daniel King – Journal of College Science Teaching, 2024
Students come into the classroom with a variety of background knowledge. Therefore, it is imperative that educators are able to help all students, regardless of their familiarity with the content. Since it can be challenging for some large enrollment classes to schedule recitation classes after lectures due to logistical constraints, this study…
Descriptors: Time, Course Content, Student Evaluation, Tests