A Comparative Study of Two Active Learning Approaches for General Chemistry
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Lesa Tran Lu [1] ; Katherine A. Clements [2] ; Carrie A. Obenland [3] ; Kristi Kincaid [1] ; Ashlyn H. Munson [4] ; John S. Hutchinson [1]
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[1] Rice University
Rice University
Estados Unidos
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[2] Vanderbilt University
Vanderbilt University
Estados Unidos
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[3] San Jacinto College
San Jacinto College
Estados Unidos
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[4] Colorado School of Mines
Colorado School of Mines
Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 12, 2024, págs. 5183-5191
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Active learning has been shown to increase student learning outcomes and engagement in STEM (Science, Technology, Engineering, and Mathematics) courses, which has prompted many instructors to integrate more active learning techniques into their classrooms. For the past three decades at Rice University, General Chemistry has been taught using one such approach that combines Socratic dialogue with a curriculum based on the Concept Development Study method. In recent years, we have also developed and analyzed the effectiveness of the Student-Centered Active Learning at Rice (SCALAR) approach, which incorporates regular small group discussions into Socratic dialogue. Here, we report on a side-by-side study directly comparing how these two active learning pedagogies impact the outcomes of three different sets of student groups: silent versus vocal students, female versus male students, and first-generation students versus continuing-generation students. We found that both active learning pedagogies produced significant learning gains for students in all cohorts.
