An integrative review of in-class activities that enable active learning in college science classroom settings

Abstract

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about 'active learning' in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified inclass activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept 'active learning' and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.

A Comparative Study on Teacher Roles of English Course and Computer Science Course

“…The frequently-used classroom activities and exercises specified by almost all students in English course were either pair work or group work that were interactive and collaborative in nature. They characterized the main features of student-centered instruction and constructivist approach (Batenburg et al, 2019;Arthur & Kreager, 2017). While organizing these activities, the teacher in English course had to make more comments on students' work so as to encourage active learning.…”

“…Such exercises appeared more product-oriented rather than process-oriented (Jacobs & Farrell, 2003). In other words, they focused more on searching for correct answers rather than facilitating students to construct knowledge (Arthur & Kreager, 2017). These exercises mostly required individual work rather than group cooperation.…”

Active projects for teaching and learning soil microbiology and applications of inoculants to increase perceived subject matter understanding and acquisition of knowledge

“…Assertive conversation (verbalization) and discussion should be the core of action of the student group. "Discussion" is not seen often in TMs approaches; in AM-based instruction, it appears to assist students with teamwork and assertive communication, and helps them to achieve a consensus plan for solving problems and avoiding meaningless operations [27,28]. The discriminant analysis (Fig.…”

Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning

“…It is evident that science education needs new teaching and learning practices, as traditional elements such as lectures (Arthurs & Kreager, 2017;Freeman et al, 2014) and labs (Holmes, Olsen, Thomas, & Wieman, 2017) may not prepare students for the challenges of the twenty-first century (Ding, Wei, & Mollohan, 2016;Matthews, Firn, Schmidt, & Whelan, 2017). This research focussed on physics learning, but our methodological approach is also applicable to learning in other subjects.…”

“…It is widely accepted that in order to support twenty-first-century science, technology, engineering, and mathematics (STEM) learning, new ways of enhancing higher education practices ought to be found. A growing number of studies have suggested that in STEM subjects, lecture-based instruction and teaching should be complemented by more active learning methods (Arthurs & Kreager, 2017;Freeman et al, 2014). In science education, inquiry-based learning (IBL) is a popular way to activate students (Pedaste et al, 2015).…”