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Active learning increases student performance in science, engineering, and mathematics

2014; National Academy of Sciences; Volume: 111; Issue: 23 Linguagem: Inglês

10.1073/pnas.1319030111

1091-6490

Scott Freeman, Sarah L. Eddy, Miles J. McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, Mary Pat Wenderoth,

Education and Critical Thinking Development

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.