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Topic: [math-learn] Re: Research on Active Learning in Higher Education
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Richard Hake

Posts: 1,216
From: Woodland Hills, CA 91367
Registered: 12/4/04
[math-learn] Re: Research on Active Learning in Higher Education
Posted: Jul 29, 2011 11:32 AM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply
att1.html (13.8 K)

Some subscribers to Math-Learn might be interested in a
discussion-list post "Re: Research on Active Learning in Higher
Education" [Hake (2011)].

Q. What's higher education got to do with middle-school education -
the usual concern of Math-Learn?

A. Most middle-school teachers are products of higher education and
many teach as they were taught.

The abstract reads:

***********************************************
ABSTRACT: Carolyn Hamblin of the POD list wrote (paraphrasing):

"I'm looking for research on active learning in higher education.
I've found a lot in secondary ed but not much in higher ed."

A Google search for ["higher education" "active learning"] (with the
quotes but without the angle brackets) yielded 1.42 million hits on
28 July 2011 14:38-0700. After careful study of each of these hits
;-), I've selected the 20 BEST and referenced them in this post.
***********************************************

To access the complete 19 kB post please click on <http://bit.ly/pUM8jG>.


Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
Invention of the Internet (PEDARRII)
<rrhake@earthlink.net>
<http://www.physics.indiana.edu/~hake>
<http://www.physics.indiana.edu/~sdi>
<http://HakesEdStuff.blogspot.com>
<http://iub.academia.edu/RichardHake>

"Physics educators have led the way in developing and using objective
tests to compare student learning gains in different types of
courses, and chemists, biologists, and others are now developing
similar instruments. These tests provide convincing evidence that
students assimilate new knowledge more effectively in courses
including active, inquiry-based, and collaborative learning, assisted
by information technology, than in traditional courses."
Wood & Gentile (2003)

"There is substantial evidence that scientific teaching in the
sciences, i.e., teaching that employs instructional strategies that
encourage undergraduates to become actively engaged in their own
learning, can produce levels of understanding, retention and transfer
of knowledge that are greater than those resulting from traditional
lecture/lab classes. But widespread acceptance by university faculty
of new pedagogies and curricular materials still lies in the future.
. . . . We conclude that widespread promotion and adoption of the
elements of scientific teaching by university science departments
could have profound effects in promoting a scientifically literate
society and a reinvigorated research enterprise."
Robert DeHaan (2005)


REFERENCES [URL's shortened by <http://bit.ly/> and accessed on 28 July 2011.]
DeHaan, R.L. 2005. "The Impending Revolution in Undergraduate Science
Education," Journal of Science Education and Technology 14(2):
253-269; the abstract and first page are online at
<http://bit.ly/cqIK1w>.

Hake, R.R. 2011. "Re: Research on Active Learning in Higher
Education," online on the OPEN! AERA-L archives at
<http://bit.ly/pUM8jG>. Post of 28 Jul 2011 17:04:29 -0700 to AERA-L
and Net-Gold. The abstract and link to the complete post are being
transmitted to various discussion lists. and are also on my blog
"Hake'sEdStuff" at <http://bit.ly/pRxxqu > with a provision for
comments.

Wood, W.B., & J.M. Gentile. 2003. "Teaching in a research context,"
Science 302: 1510; 28 November; an abstract is online at
<http://bit.ly/9qGR6m>.


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