Gender Differences in Student Participation in an Active-Learning Classroom.

ABSTRACT: Overwhelming evidence demonstrating the benefits of active-learning pedagogy has led to a shift in teaching that requires students to interact more in the classroom. To date, few studies have assessed whether there are gender-specific differences in participation in active-learning science, technology, engineering, and mathematics (STEM) courses, and fewer have looked across different types of classroom participation. Over two semesters, we observed an introductory biology course at a large research-intensive university and categorized student participation into seven distinct categories to identify gender gaps in participation. Additionally, we collected student grades and administered a postcourse survey that gauged student scientific self-efficacy and salience of gender identity. We fou

SUBMITTER: Aguillon SM 

PROVIDER: S-EPMC8697656 | biostudies-literature | 2020 Jun

REPOSITORIES: biostudies-literature