Active learning reduces academic risk of students with nonformal reasoning skills: Evidence from an introductory physics massive course in a Chilean public university-Reference-Cited by-同舟云学术

Active learning reduces academic risk of students with nonformal reasoning skills: Evidence from an introductory physics massive course in a Chilean public university

Published:2020-07-14 Issue:2 Volume:16 Page:
ISSN:2469-9896
Container-title:Physical Review Physics Education Research
language:en
Short-container-title:Phys. Rev. Phys. Educ. Res.

Author:

Lagubeau Guillaume^ORCID,Tecpan Silvia^ORCID,Hernández Carla^ORCID

Funder

Comisión Nacional de Investigación Científica y Tecnológica

Departamento de Investigaciones Científicas y Tecnológicas, Universidad de Santiago de Chile

Universidad de Santiago de Chile

Publisher

American Physical Society (APS)

Subject

General Physics and Astronomy,Education

Link

http://harvest.aps.org/v2/journals/articles/10.1103/PhysRevPhysEducRes.16.023101/fulltext

Reference37 articles.

1. Student Attraction, Persistence and Retention in STEM Programs: Successes and Continuing Challenges

2. Early identification of at-risk students in a lower-level engineering gatekeeper course

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

4. Peer Instruction: Ten years of experience and results

5. Use of interactive lecture demonstrations: A ten year study

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