Impact of Undergraduate Science Course Innovations on Learning | Zendy

María Araceli Ruiz-Primo | Zendy; Derek C. Briggs | Zendy; Heidi L. Iverson | Zendy; Robert M. Talbot | Zendy; Lorrie A. Shepard | Zendy

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Impact of Undergraduate Science Course Innovations on Learning

Author(s) -

María Araceli Ruiz-Primo,

Derek C. Briggs,

Heidi L. Iverson,

Robert M. Talbot,

Lorrie A. Shepard

Publication year - 2011

Publication title -

science

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 12.556

H-Index - 1186

eISSN - 1095-9203

pISSN - 0036-8075

DOI - 10.1126/science.1198976

Subject(s) - course (navigation) , mathematics education , engineering ethics , medical education , psychology , data science , computer science , engineering , medicine , aerospace engineering

At many colleges and universities, the traditional model of science instruction—a professor lecturing a large group of students—is being transformed into one in which students play a more active role in learning. This has been attributed to mounting evidence that traditional lectures, recitations, and laboratory sessions do not guarantee that students develop deep understanding of critical concepts (1–5).

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