Active learning methods are more effective than lecturing

According to Mark Guzdial

Last year, the Proceedings of the National Academy of Sciencepublished a meta-analysis of 225 studies (see paper here). The conclusion appeared as the title of the paper, Active learning increases student performance in science, engineering, and mathematics. There is increasing evidence that improved teaching reduces the achievement gap between disadvantaged and more advantaged students, e.g., in Biology (see paper here) and in Computer Science (see new paper here from ICER 2015).

Now, Nature has just published a paper (see it here), Why we are teaching science wrong, and how to make it right, which includes the quote, “At this point it is unethical to teach any other way.” Wired magazine’s article on the active learning papers (see link here) makes the connection more explicit: “The impact of these data should be like the Surgeon General’s report on ‘Smoking and Health’ in 1964–-they should put to rest any debate about whether active learning is more effective than lecturing.”

It’s now a matter of science, not opinion. Active learning methods are more effective than lecturing. We should encourage use of active learning methods in our classrooms. The blog post linked here connects to resources for improved teaching methods in computer science. There are active learning methods that we can use even in large classes, like Peer Instruction (see PeerInstruction4CS.org).

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