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Akademický článek
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This paper provides a research-based framework for promoting institutional change in higher education. To date, most educational change efforts have focused on relatively narrow subsets of the university system (e.g., faculty teaching practices or ad
Externí odkaz:
http://arxiv.org/abs/1412.3034
Despite numerous calls for the transformation of undergraduate STEM education, there is still a lack of successful models for creating large-scale, systemic cultural changes in STEM departments. To date, change efforts have generally focused on one o
Externí odkaz:
http://arxiv.org/abs/1412.3037
Autor:
Henderson, Charles, Dancy, Melissa H.
Physics Education Research (PER) practitioners have engaged in substantial curriculum development and dissemination work in recent years. Yet, it appears that this work has had minimal influence on the fundamental teaching practices of typical physic
Externí odkaz:
http://arxiv.org/abs/physics/0608295
Autor:
Yik, Brandon J., Raker, Jeffrey R., Apkarian, Naneh, Stains, Marilyne, Henderson, Charles, Dancy, Melissa H., Johnson, Estrella
Publikováno v:
Frontiers in Education. 7
Active learning pedagogies are shown to enhance the outcomes of students, particularly in disciplines known for high attrition rates. Despite the demonstrated benefits of active learning, didactic lecture continues to predominate in science, technolo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ce037b9fc5e09d32be3cbb1bdabec300
https://doi.org/10.3389/feduc.2022.1016415
https://doi.org/10.3389/feduc.2022.1016415
Autor:
Yik, Brandon J., Raker, Jeffrey R., Apkarian, Naneh, Stains, Marilyne, Henderson, Charles, Dancy, Melissa H., Johnson, Estrella
Background Active learning used in science, technology, engineering, and mathematics (STEM) courses has been shown to improve student outcomes. Nevertheless, traditional lecture-orientated approaches endure in these courses. The implementation of tea
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______2485::8a5ebc96fb4e5780a697c0d9b2e14cf9
https://hdl.handle.net/10919/108408
https://hdl.handle.net/10919/108408
Autor:
Yik, Brandon J., Raker, Jeffrey R., Apkarian, Naneh, Stains, Marilyne, Henderson, Charles, Dancy, Melissa H., Johnson, Estrella
Additional file 1. Supplementary Table 1. Survey items. Supplementary Table 2. Descriptive statistics for level 1 variables (instructors; n = 2,382). Supplementary Table 3. Descriptive statistics for level 2 variables (department; n = 1,405). Supplem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0eb59b142dc866397be1523267573e3f
Autor:
Apkarian, Naneh, Henderson, Charles, Stains, Marilyne, Raker, Jeffrey R., Johnson, Estrella, Dancy, Melissa H.
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
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______2485::e077f97e262359c060773ed58273ae23
https://hdl.handle.net/10919/103240
https://hdl.handle.net/10919/103240
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Akademický článek
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