Active Learning Reduces Academic Risk of Students with Nonformal Reasoning Skills: Evidence from an Introductory Physics Massive Course in a Chilean Public University

Autor/inn/en	Lagubeau, Guillaume; Tecpan, Silvia; Hernández, Carla
Titel	Active Learning Reduces Academic Risk of Students with Nonformal Reasoning Skills: Evidence from an Introductory Physics Massive Course in a Chilean Public University
Quelle	In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 023101 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lagubeau, Guillaume) ORCID (Tecpan, Silvia) ORCID (Hernández, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Active Learning; Instructional Effectiveness; At Risk Students; Thinking Skills; Introductory Courses; Public Colleges; Class Size; Foreign Countries; Developing Nations; College Freshmen; Cost Effectiveness; Pilot Projects; Classroom Design; Gender Differences; Academic Failure; Engineering Education; Physics; Chile + Suchen Sie Ihr Suchwort? Aktives Lernen; Unterrichtserfolg; Denkfähigkeit; Einführungskurs; Klassengröße; Ausland; Developing country; Developing countries; Entwicklungsland; Studienanfänger; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Pilot project; Modellversuch; Pilotprojekt; Klassenraumgestaltung; Geschlechterkonflikt; Ingenieurausbildung; Physik
Abstract	We present the findings of a pilot plan of active learning implemented in introductory physics in a Chilean public university. The model is research based as it considered a literature review for adequate selection and design of activities consistent with the levels of students' reasoning skills. The level of scientific reasoning is positively correlated to student success. By contrast to a control group of students following traditional lectures, we observed a significant reduction in failure rate for students that do not yet possess formal scientific reasoning. This profile of students being the majority, we conclude that implementing active learning is particularly suited to the first year of higher education in the context of a developing country. It fits the particularities of student profile and typical classroom size, leading to learning improvement and reduction of academic risk, as well as being financially sound. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01