Active learning increases student performance in science, engineering, and mathematics
Active learning increases student performance in science, engineering, and mathematics
复制标题
DOI：
10.1073/pnas.1319030111
复制
发表时间：
2014-06-10
影响因子：
11.1
通讯作者：
Wenderoth, Mary Pat
中科院分区：
文献类型：
--
作者：
Freeman, Scott;Eddy, Sarah L.;Wenderoth, Mary Pat
为了验证这一假设，讲课最大限度地提高学习和课程的表现，我们荟萃分析了225项研究，这些研究报告了在传统讲课与主动学习下，学生在本科科学，技术，工程和数学（STEM）课程中的考试成绩或失败率。效应量表明，平均而言，学生在考试和概念清单上的表现在主动学习下增加了0.47个标准差（n = 158项研究），而在传统教学下失败的比值比为1.95（n = 67项研究）。这些结果表明，平均考试成绩提高了约6%，在积极学习的部分，并与传统的讲课类的学生比在积极学习类的学生失败的可能性高1.5倍。异质性分析表明，这两个结果都适用于STEM学科，主动学习在概念清单上的得分比课程考试中的得分更高，并且主动学习在所有班级规模中都有效-尽管最大的效果是在小（n
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes-although the greatest effects are in small (n