Large-scale comparison of science teaching methods sends clear message

Proceedings of the National Academy of Sciences of the United States of America

Volumn 111, Issue 23, 2014, Pages 8319-8320

  Wieman, Carl E ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EDUCATION; INTERMETHOD COMPARISON; LEARNING; METHODOLOGY; NOTE; PRIORITY JOURNAL; PROBLEM SOLVING; QUANTITATIVE ANALYSIS; RESEARCH; SCIENCE; STUDENT; TEACHING; UNITED STATES;

ACHIEVEMENT; ENGINEERING; HUMANS; MATHEMATICS; PROBLEM-BASED LEARNING; SCIENCE; STUDENTS;

EID: 84902187215     PISSN: 00278424     EISSN: 10916490     Source Type: Journal    
DOI: 10.1073/pnas.1407304111     Document Type: Note

References (4)

1. Singer S, Nielsen N, Schweingruber H (2012) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering (National Academies Press, Washington, DC).
2. PCAST (2012) Report to the President: Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Available at http://www.whitehouse.gov/sites/ default/files/microsites/ostp/pcast-engage-to-excel-final-2-25-12.pdf. Accessed April 20, 2013.
3. Freeman S, et al. (2014) Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA 111:8410-8415.
4. Ericsson A-K (2006) The influence of experience and deliberate practice on the development of superior expert performance. The Cambridge Handbook of Expertise and Expert Performance, eds Ericsson A-K, Charness N, Feltovich P-J, Hoffman R-R (Cambridge Univ Press, Cambridge, UK), pp 683-703.