Limitations in experimental design mean that the jury is still out on lecturing

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

Volumn 111, Issue 30, 2014, Pages

  Hora, Matthew T ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

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

EID: 84905046450     PISSN: 00278424     EISSN: 10916490     Source Type: Journal    
DOI: 10.1073/pnas.1410115111     Document Type: Letter

References (5)

1. Freeman S, et al. (2014) Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA 111(23):8410-8415.
2. Hora M-T, Ferrare J-J (2014) Remeasuring postsecondary teaching: How singular categories of instruction obscure the multiple dimensions of classroom practice. J Coll Sci Teach 43(3):36-41.
3. Hake R-R (1998) Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am J Phys 66(1):64-74.
4. Deslauriers L, Schelew E, Wieman C (2011) Improved learning in a large-enrollment physics class. Science 332(6031):862-864.
5. Wieman CE (2014) Large-scale comparison of science teaching methods sends clear message. Proc Natl Acad Sci USA 111(23):8319-8320.