Active learning-based STEM education for in-person and online learning

Sandrone, Stefano; Scott, Gregory; Anderson, William J.; Musunuru, Kiran

doi:10.1016/j.cell.2021.01.045

Cited by 39 publications

(41 citation statements)

References 10 publications

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“…In contrast to the traditional learning format where students form a "passive" audience who listen to information delivered by a lecturer, active learning is achieved through completion of meaningful learning exercises (individually or in groups) which require students to think about, and directly apply, the knowledge and concepts that are intended to be taught. 8,9 Active learning can therefore be used to simultaneously teach applied skills and cognitive processes such as critical thinking and complex problem-solving, alongside subject-specific knowledge. [8][9][10] These are important skills to foster in future doctors as they are integral to accurate clinical decision making, potentially reducing diagnostic errors and improving patient safety.…”

Section: Introductionmentioning

confidence: 99%

“…8,9 Active learning can therefore be used to simultaneously teach applied skills and cognitive processes such as critical thinking and complex problem-solving, alongside subject-specific knowledge. [8][9][10] These are important skills to foster in future doctors as they are integral to accurate clinical decision making, potentially reducing diagnostic errors and improving patient safety. 11,12 Taking an active approach to learning has shown to improve academic outcomes for students across scientific disciplines, and there is a large pedagogical literature base (including a meta-analysis of 225 studies) supporting improved assessment scores, reduced failure rates and reductions in attainment gaps.…”

Section: Introductionmentioning

confidence: 99%

“…11,12 Taking an active approach to learning has shown to improve academic outcomes for students across scientific disciplines, and there is a large pedagogical literature base (including a meta-analysis of 225 studies) supporting improved assessment scores, reduced failure rates and reductions in attainment gaps. 8,10,13,14 Cognitive psychology research has demonstrated that active learning tasks should be designed to specifically practise the skills that students need to learn, as this leads to development of expertise in those areas. 9,15 If we wish to equip our students with the ability to search the literature, critically appraise research and apply scientific reasoning, we must provide learning opportunities that specifically support the development of these skills.…”

Section: Introductionmentioning

confidence: 99%

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A Paradigm Shift in Assessment of Scientific Skills in Undergraduate Medical Education

Goss¹,

FJ²,

Parthasarathy³

et al. 2022

AMEP

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The General Medical Council's publication 'Outcomes for Graduates' places emphasis on doctors being able to integrate biomedical science, research and scholarship with clinical practice. In response, a new paradigm of assessment was introduced for the intercalated Bachelor of Science program at Imperial College School of Medicine in 2019. This innovative approach involves authentic "active learning" assessments analogous to tasks encountered in a research environment and intends to test a wider range of applied scientific skills than traditional examinations. Written assessments include a "Letter to the Editor", scientific abstract, and production of a lay summary. A clinical case study titled "Science in Context" presents a real or virtual patient, with evaluation of current and emerging evidence within that field. Another assessment emulates the academic publishing process: groups submit a literature review and engage in reciprocal peer review of another group's work. A rebuttal letter accompanies the final submission, detailing how feedback was addressed. Scientific presentation skills are developed through tasks including a research proposal pitch, discussion of therapies or diagnostics, or review of a paper. A data management assignment develops skills in hypothesis generation, performing analysis, and drawing conclusions. Finally, students conduct an original research project which is assessed via a written report in the format of a research paper and an oral presentation involving critical analysis of their project. We aspire to train clinicians who apply scientific principles to critique the evidence base of medical practice and possess the skillset to conduct high-quality research underpinned by the principles of best clinical and academic practice. Assessment drives learning, and active learning has been demonstrated to enhance academic performance and reduce attainment gaps in science education. We therefore believe this strategy will help to successfully shape our students as future scientists and scholars as well as clinical practitioners and professionals.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Paradigm Shift in Assessment of Scientific Skills in Undergraduate Medical Education

Goss¹,

FJ²,

Parthasarathy³

et al. 2022

AMEP

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“…Societies put their collective effort and, the birth of Science, Technology, Engineering, and Mathematics STEM education open new horizons to conquer this universe hidden fact/mysteries (Lehrer & Schauble, 2021). Inventions in STEM education have given wings to humans to fulfill their fundamental needs (Sandrone et al, 2021). For this purpose, teachers fulfil community needs through prophecy profession; teaching.…”

Section: Introductionmentioning

confidence: 99%

Unmasking the Effects of Teachers Whistleblowing Some Attributes on Implementing Stem Education: National Curriculum Document 2006 Perspective

Hassan

Akbar

2021

HSSR

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Abstract Purpose of the study: The purpose of the current research was to measure the effect of teachers self-efficacy, locus of control, and emotional labour on implementing STEM education, focusing on national curriculum document 2006 concerns/guidelines. The researchers enthusiastically explored and reported actual situations happening to implement STEM Education in male public sector primary schools of district Lahore, Punjab province of Pakistan. Methodology: The researchers structured quantitative leading to ex post facto research focusing positivist paradigm on a sample randomly selected 530 participants. The researchers administered Henson (1999) Sources of Self-efficacy Inventory, Rose and Medway (1981) Locus of Control Scale, Çukur (2009) Teachers Emotional Labour Scale, Nistor et al. (2018) Teachers questionnaire on STEM Education Practices and self-constructed questionnaire on national curriculum document 2006 based concerns/guidelines on STEM Education, to collect the data from male primary schools teachers working in public sector schools of Lahore. The researchers run regression analysis and Pearson Product Moment Correlation (r) to analyze the data. Main findings: Findings of the current research revealed that teachers self-efficacy have affected 82.90%, locus of control 65.60%, emotional labour 70.50% and national curriculum document 2006 have affected 28.10% on implementing STEM education. Moreover, a significant strong relationship existed between self-efficacy and STEM education (r = .910**, n = 528, p < .05), locus of control and STEM education (r = .873**, n = 528, p < .05), emotional labour and STEM education (r = .840**, n = 528, p < .05) and a significant and weak association yield between national curriculum 2006 concerns and STEM education (r = .002**, n = 528, p < .05). Applications of the study: The findings of the current research will be applicable for primary schools male teachers who break the ice about their cognitional, social, and emotional attributes that are practised to implement STEM education focusing national curriculum document 2006; as they monotonously worked for students lap of luxury. Novelty/originality of this study: There are hardly any studies conducted on self-efficacy and STEM education but, void researches structured to measure the effect of teachers locus of control, emotional labour, and national curriculum document 2006 based concerns/guidelines on implementing STEM education. The authors has made a significant contribution by portraying clear pictures of current appealing situations happening in male public sector primary schools of district Lahore of Punjab-Pakistan.

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“…These team learning activities were incorporated into the game structure and the badge map. Since one disadvantage of online classes is that students can feel less engaged and connected with their instructor and peers [18], it was our hope that the connected, active, team-based components of the course would also help foster belonging and relatedness.…”

Section: Introductionmentioning

confidence: 99%

Gamifying and Evaluating First-Year Design: Development of a Questionnaire to Assess Student Experience and Motivation in a Large, Online Course

Miller-Young

Beck

Jamieson

2021

PCEEA

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The purpose of this paper was to describe the development of a survey to evaluate a large, first-year,online, gamified engineering design course. Our literature review briefly summarizes the importance of engineering design experiences in terms of affective outcomes such as belonging and motivation, as well as the potential benefits of game elements and active learning in course design and delivery. However, fully online design courses have yet to be studied. After a brief description of our context, we provide a comprehensive literature review of the scales and surveys used in related education research and describe our questionnaire development process, resulting in a 61-question survey to assess our online course’s support of students’ intrinsic motivation, self-efficacy, and belonging. We present our survey, composed of newly developed questions as well as modified questions from literature, so that others may use and adapt it to theircontexts, and conclude with recommendations for future work.

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Active learning-based STEM education for in-person and online learning

Cited by 39 publications

References 10 publications

A Paradigm Shift in Assessment of Scientific Skills in Undergraduate Medical Education

A Paradigm Shift in Assessment of Scientific Skills in Undergraduate Medical Education

Unmasking the Effects of Teachers Whistleblowing Some Attributes on Implementing Stem Education: National Curriculum Document 2006 Perspective

Gamifying and Evaluating First-Year Design: Development of a Questionnaire to Assess Student Experience and Motivation in a Large, Online Course

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