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Evidence-Based Practices for the Active Learning Classroom

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Active Learning in College Science

Abstract

Reform movements in undergraduate STEM education call for the implementation of active learning strategies that have received much attention in national reports. Active learning encompasses a range of instructional practices that engage students in learning through activities and/or discussion, as opposed to passively listening to an expert. These practices benefit STEM undergraduates by enhancing their conceptual understandings, their focus on instruction, their critical thinking skills, and their persistence in STEM fields. This chapter defines active learning, describes a conceptualization of active learning practices along a continuum of how challenging they are for instructors to adopt, and provides overviews of common active learning approaches.

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Acknowledgments

I appreciate the contributions of Julie Luft, University of Georgia, and Joanna Matos, Eastern Washington University, who reviewed and provided feedback on this chapter. I also acknowledge the work of Mustafa Erol, Julie Luft, David Myers, and Paula Lemons for their contributions to Creating Active Learning Environments in Undergraduate STEM Courses, which served as a foundation for the conceptualization of active learning described in this chapter. That work was funded by the University of Georgia’s Center for Teaching and Learning. The findings, conclusions, and opinions herein represent the views of the author and do not necessarily represent the view of personnel affiliated with the University of Georgia.

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Authors and Affiliations

  1. Department of Biology, Eastern Washington University, Cheney, WA, USA

    Robert Idsardi

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  1. Robert Idsardi
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Correspondence to Robert Idsardi .

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Editors and Affiliations

  1. Departments of Biological Sciences and Science Education, California State University, Chico, CA, USA

    Joel J. Mintzes

  2. Science Learning Associates, Wrightsville Beach, NC, USA

    Joel J. Mintzes

  3. Department of Biological Sciences and Center for STEM Education, California State University, Fresno, CA, USA

    Emily M. Walter

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Idsardi, R. (2020). Evidence-Based Practices for the Active Learning Classroom. In: Mintzes, J.J., Walter, E.M. (eds) Active Learning in College Science. Springer, Cham. https://doi.org/10.1007/978-3-030-33600-4_2

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  • DOI: https://doi.org/10.1007/978-3-030-33600-4_2

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