![]() ![]() Recent research has demonstrated that many student-centered teaching practices lead to better learning outcomes and increased student retention in STEM programs ( Barnett, 2014 Braxton et al., 2008 Freeman et al., 2014 Haak et al., 2011 Prince, 2004). While a variety of student-centered teaching practices are noted in the literature such as think-pair-share, group discussions, and project-based learning ( Prince, 2004), we use the term “active learning” (AL) to include instruction where students participate in class activities rather than watching the instructor lecture. One common approach to skill development is to improve student learning in undergraduate STEM courses by using student-centered teaching practices ( Jamieson & Lohmann, 2012 Kuh, 2008 NASEM, 2016 Seymour & Hewitt, 1997). We leverage different theoretical perspectives to explain the reasons behind negative responses and offer insights for lowering the barrier for instructors to adopt active learning in STEM classrooms.Īn important goal for higher education, particularly for science, technology, engineering, and mathematics (STEM) fields, is ensuring that graduates develop the skills to succeed in the workplace ( AAAS, 2010 Freeman et al., 2014 NAE, 2004). The reasons behind negative response represented six overarching categories based on student feedback: limited value, lack of time, difficulty and increased workload, lack of guidance, logistical difficulties, unfamiliarity with active learning, lack of preparation, and confidence. ![]() Our findings identify three types of negative responses: affect, engagement, and evaluation. In this systematic literature review, we examine students’ negative responses to active learning and reasons for the negative responses noted in 57 published STEM studies. Despite evidence supporting the effectiveness of active learning in improving STEM undergraduate education, the adoption of active learning by instructors has been slow for reasons, including negative student response to active learning. Recent research has supported the use of student-centered teaching practices, such as active learning, because of its effectiveness in improving student learning and retention when compared with traditional, lecture-based teaching practices. ![]()
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