Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math

We tested the hypothesis that underrepresented students in active-learning classrooms experience narrower achievement gaps than underrepresented students in traditional lecturing classrooms, averaged across all science, technology, engineering, and mathematics (STEM) fields and courses. We conducted...

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Detalhes bibliográficos
Publicado no:Proc Natl Acad Sci U S A
Main Authors: Theobald, Elli J., Hill, Mariah J., Tran, Elisa, Agrawal, Sweta, Arroyo, E. Nicole, Behling, Shawn, Chambwe, Nyasha, Cintrón, Dianne Laboy, Cooper, Jacob D., Dunster, Gideon, Grummer, Jared A., Hennessey, Kelly, Hsiao, Jennifer, Iranon, Nicole, Jones, Leonard, Jordt, Hannah, Keller, Marlowe, Lacey, Melissa E., Littlefield, Caitlin E., Lowe, Alexander, Newman, Shannon, Okolo, Vera, Olroyd, Savannah, Peecook, Brandon R., Pickett, Sarah B., Slager, David L., Caviedes-Solis, Itzue W., Stanchak, Kathryn E., Sundaravardan, Vasudha, Valdebenito, Camila, Williams, Claire R., Zinsli, Kaitlin, Freeman, Scott
Formato: Artigo
Idioma:Inglês
Publicado em: National Academy of Sciences 2020
Assuntos:
Social Sciences
Acesso em linha:https://ncbi.nlm.nih.gov/pmc/articles/PMC7104254/
https://ncbi.nlm.nih.gov/pubmed/32152114
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1073/pnas.1916903117
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