A Systematic Review of the Literature on How Students Respond to Active Learning

该项目解决了本科STEM教师广泛使用主动学习的主要障碍之一：害怕学生的负面反应。据估计，有400至500项已发表的研究提供了经验证据，证明学生对物理、工程、生物、化学、计算机科学、数学和地球科学方面的主动（循证）学习的情感反应。许多这些研究提供了教师转向循证教学的影响的估计。该项目将综合这些情感反应在各种教育环境，班级规模和教学干预，以增加我们的学生的阻力和接受程度的理解。一个目标是提出令人信服的战略，克服学生的阻力，以证据为基础的学习。本研究将针对以下研究问题进行系统的文献回顾：1）哪些证据被用来衡量学生对主动（循证）学习的情感反应？每类证据的相对优势和劣势是什么？2)在已发表的文献中是否有学生情感反应的模式？具体来说，学生的反应是否受到教师策略、课程内容、班级规模、评估方法和循证教学类型的显着影响？3)总的来说，学生对主动学习教学的反应一般是积极的还是消极的？

This project addresses one of the primary barriers to undergraduate STEM instructors' widespread use of active learning: fear of negative student reactions. It has been estimated that there are between 400 to 500 published studies providing empirical evidence of student affective reactions to active (evidence-based) learning in physics, engineering, biology, chemistry, computer science, mathematics and geosciences. Many of these studies provide estimates of the impact of faculty shifts to evidence-based instruction. This project will synthesize these affective responses across a variety of educational settings, class sizes, and instructional interventions to increase our understanding of the extent of both student resistance and acceptance. A goal is to present compelling strategies for overcoming student resistance to evidence-based learning. This project will conduct a systematic literature review that addresses the following research questions: 1) What evidence is used to measure student affective responses to active (evidence-based) learning? What are the relative strengths and weaknesses of each type of evidence? 2) Are there patterns of student affective responses in the published literature? Specifically, is student response influenced significantly by instructor strategies, course content, class size, assessment methods, and the type of evidence-based instruction? 3) Overall, are student reactions to active learning instruction generally positive or negative?