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

这个项目解决了本科生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到500项已发表的研究提供了学生对物理、工程、生物、化学、计算机科学、数学和地球科学的主动(基于证据的)学习的情感反应的经验证据。这些研究中的许多都对教师转向循证教学的影响进行了估计。这个项目将在不同的教育环境、班级规模和教学干预中综合这些情感反应，以增加我们对学生抵制和接受程度的了解。一个目标是提出令人信服的策略，以克服学生对循证学习的抵制。本项目将进行系统的文献综述，以解决以下研究问题：1)什么证据被用来衡量学生对主动(基于证据的)学习的情感反应？每种证据的相对优势和劣势是什么？2)在已发表的文献中，学生的情感反应有模式吗？具体来说，教师策略、课程内容、班级规模、评估方法和循证教学的类型对学生的反应有显著影响吗？3)总体来说，学生对主动学习教学的反应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?