Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math

We tested the hypothesis that underrepresented students in active-learning classrooms experience narrower achievement gaps than underrepresented students in traditional lecturing classrooms, averaged across all science, technology, engineering, and mathematics (STEM) fields and courses. We conducted...

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Detalles Bibliográficos
Autores principales: Theobald, Elli J., Hill, Mariah J., Tran, Elisa, Agrawal, Sweta, Arroyo, E. Nicole, Behling, Shawn, Chambwe, Nyasha, Cintrón, Dianne Laboy, Cooper, Jacob D., Dunster, Gideon, Grummer, Jared A., Hennessey, Kelly, Hsiao, Jennifer, Iranon, Nicole, Jones, Leonard, Jordt, Hannah, Keller, Marlowe, Lacey, Melissa E., Littlefield, Caitlin E., Lowe, Alexander, Newman, Shannon, Okolo, Vera, Olroyd, Savannah, Peecook, Brandon R., Pickett, Sarah B., Slager, David L., Caviedes-Solis, Itzue W., Stanchak, Kathryn E., Sundaravardan, Vasudha, Valdebenito, Camila, Williams, Claire R., Zinsli, Kaitlin, Freeman, Scott
Formato: Online Artículo Texto
Lenguaje:English
Publicado: National Academy of Sciences 2020
Materias:
Social Sciences
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7104254/
https://www.ncbi.nlm.nih.gov/pubmed/32152114
http://dx.doi.org/10.1073/pnas.1916903117

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7104254/
https://www.ncbi.nlm.nih.gov/pubmed/32152114
http://dx.doi.org/10.1073/pnas.1916903117

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