Open Access
,
volume 111
,
issue 23
,
pages 8410-8415
Active learning increases student performance in science, engineering, and mathematics
Publication type: Journal Article
Publication date: 2014-05-12
scimago Q1
wos Q1
SJR: 3.414
CiteScore: 16.5
Impact factor: 9.1
ISSN: 00278424, 10916490
PubMed ID:
24821756
Multidisciplinary
Abstract
Significance
The President’s Council of Advisors on Science and Technology has called for a 33% increase in the number of science, technology, engineering, and mathematics (STEM) bachelor’s degrees completed per year and recommended adoption of empirically validated teaching practices as critical to achieving that goal. The studies analyzed here document that active learning leads to increases in examination performance that would raise average grades by a half a letter, and that failure rates under traditional lecturing increase by 55% over the rates observed under active learning. The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning.
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GOST
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Freeman S. et al. Active learning increases student performance in science, engineering, and mathematics // Proceedings of the National Academy of Sciences of the United States of America. 2014. Vol. 111. No. 23. pp. 8410-8415.
GOST all authors (up to 50)
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Freeman S., Eddy S. L., Mcdonough M., Smith M. K., Okoroafor N., Jordt H., Wenderoth M. P. Active learning increases student performance in science, engineering, and mathematics // Proceedings of the National Academy of Sciences of the United States of America. 2014. Vol. 111. No. 23. pp. 8410-8415.
Cite this
RIS
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TY - JOUR
DO - 10.1073/pnas.1319030111
UR - https://doi.org/10.1073/pnas.1319030111
TI - Active learning increases student performance in science, engineering, and mathematics
T2 - Proceedings of the National Academy of Sciences of the United States of America
AU - Freeman, Scott
AU - Eddy, Sarah L.
AU - Mcdonough, Miles
AU - Smith, Michelle K
AU - Okoroafor, Nnadozie
AU - Jordt, Hannah
AU - Wenderoth, Mary Pat
PY - 2014
DA - 2014/05/12
PB - Proceedings of the National Academy of Sciences (PNAS)
SP - 8410-8415
IS - 23
VL - 111
PMID - 24821756
SN - 0027-8424
SN - 1091-6490
ER -
Cite this
BibTex (up to 50 authors)
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@article{2014_Freeman,
author = {Scott Freeman and Sarah L. Eddy and Miles Mcdonough and Michelle K Smith and Nnadozie Okoroafor and Hannah Jordt and Mary Pat Wenderoth},
title = {Active learning increases student performance in science, engineering, and mathematics},
journal = {Proceedings of the National Academy of Sciences of the United States of America},
year = {2014},
volume = {111},
publisher = {Proceedings of the National Academy of Sciences (PNAS)},
month = {may},
url = {https://doi.org/10.1073/pnas.1319030111},
number = {23},
pages = {8410--8415},
doi = {10.1073/pnas.1319030111}
}
Cite this
MLA
Copy
Freeman, Scott, et al. “Active learning increases student performance in science, engineering, and mathematics.” Proceedings of the National Academy of Sciences of the United States of America, vol. 111, no. 23, May. 2014, pp. 8410-8415. https://doi.org/10.1073/pnas.1319030111.