In a study published today in the journal Science Advances, researchers from the University of Colorado Boulder and the University of California Berkeley analyzed 2,245 introductory biology, chemistry, and physics courses taught at 61 institutions across the U.S. and found that, on average, 49.5% of class time was devoted to lecture, while active learning strategies made up just 24.5%.
This imbalance is particularly striking given the overwhelming evidence that active learning techniques such as group problem-solving, think-pair-share, clickers, and Just-in-Time Teaching lead to better learning outcomes than traditional lectures. These student-centered approaches give students more opportunities to engage with the material and apply their knowledge to real-world problems.
The researchers also found that the use of active learning techniques varied widely between institutions, with some using active learning for as little as 5% of class time, while others devoted over 60% of class time to these strategies. This variability suggests that there is no one-size-fits-all approach to active learning and that instructors should adapt their techniques to their specific teaching goals and student populations.
Despite these challenges, the study also found some promising signs that active learning is gaining ground. For example, they found that the use of active learning techniques increased significantly between 2008 and 2018, and that younger faculty members were more likely to use active learning than their older colleagues. This suggests that a new generation of STEM educators is committed to improving undergraduate education and that the future of STEM education is bright.
The researchers hope that their study will encourage more STEM instructors to adopt active learning techniques and help to close the gap between research and practice in STEM education.
Here are some tips for incorporating more active learning strategies into your STEM courses:
1) Start with small changes: Don't try to overhaul your entire course overnight. Start by incorporating one or two active learning techniques into your lectures. For example, you could start by using think-pair-share during class discussions or using clickers to quiz students on key concepts.
2) Get feedback from students: Ask your students what active learning techniques they find most helpful and adjust your teaching methods accordingly.
3) Be patient: It may take time for students to adjust to active learning. Be patient and persistent and you sẽ see the benefits in the long run.
