Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation

Autor/inn/en	Nardo, Jocelyn Elizabeth; Chapman, Natalie C.; Shi, Eli Yuan; Wieman, Carl; Salehi, Shima
Titel	Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation
Quelle	In: Journal of Chemical Education, 99 (2022) 4, S.1691-1699 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nardo, Jocelyn Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c01233
Schlagwörter	Active Learning; Equal Education; Curriculum Implementation; Introductory Courses; Chemistry; Minority Group Students; Student Attitudes + Suchen Sie Ihr Suchwort? Aktives Lernen; Einführungskurs; Chemie; Schülerverhalten
Abstract	Studies suggest that active learning positively impacts the student learning experience. However, the supporting data are mostly aggregated across different demographic groups, and hence little is known about equity in active learning implementation and how it may vary across diverse populations and different instructional components. This perspectives article offers ideas for how introductory chemistry instructors can foster both equitable and active learning implementation for all students. Semistructured interviews with students from diverse backgrounds have revealed barriers to equity in the different components of an active learning chemistry course: "outside-classroom preparation," "inside-classroom activities," and "feedback and assessment." Recommendations for addressing these barriers are also provided based on the student interviews and from the literature. The findings are likely applicable to all science disciplines. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01