A National Snapshot of Introductory Chemistry Instructors and Their Instructional Practices.

ABSTRACT: The effectiveness of active learning on promoting students' academic outcomes and persistence has been established in the literature. However, despite the effort of purposeful change agents, the uptake of active learning in science, technology, engineering, and mathematics (STEM) is slow. While previous research from the chemistry education community has provided insights into the implementation of specific active learning strategies across the United States, the extent to which chemistry instructors leverage these strategies in general remains unknown. This article presents the results of a national survey aimed at exploring introductory chemistry instructors' knowledge and implementation of active learning, variations on this knowledge, and use across tenure statuses and institution type

SUBMITTER: Wang Y 

PROVIDER: S-EPMC11008091 | biostudies-literature | 2024 Apr

REPOSITORIES: biostudies-literature