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Journal of College Science Teaching
written by Prateek Shekhar, Maura Borrego, Matt DeMonbrun, Cynthia J. Finelli, Caroline Crockett, and Kevin A. Nguyen
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. 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. 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. Our findings identify three types of negative responses: affect, engagement, and evaluation. 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. 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. Although instructors' perceptions that students will respond negatively to active learning is a common barrier to its adoption, our systematic literature review found little support for these perceptions; just 57 of 412 studies reported negative responses to active learning, and only a few of these negative responses manifested in poor end-of-term course evaluations.
Journal of College Science Teaching: Volume 49, Issue 6, Pages 45-54
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
- Learning Environment
Education - Basic Research
- Behavior
- Problem Solving
= Frameworks
- Research Design & Methodology
= Literature
- Student Characteristics
= Affect
Other Sciences
- Computer Science
- Engineering
- Life Sciences
- Mathematics
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Article
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© 2020 National Science Teachers Association (NSTA)
NSF Numbers:
DUE
1744407
Keywords:
Active Learning Literature Review, reformed education, student buy-in, student engagement
Record Creator:
Metadata instance created July 7, 2022 by Lauren Bauman
Record Updated:
August 22, 2022 by Caroline Hall
Last Update
when Cataloged:
January 1, 2020
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Record Link
AIP Format
P. Shekhar, M. Borrego, M. DeMonbrun, C. Finelli, C. Crockett, and K. Nguyen, , J. Coll. Sci. Teaching 49 (6), 45 (2020), WWW Document, (https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-julyaugust-2020/negative-student).
AJP/PRST-PER
P. Shekhar, M. Borrego, M. DeMonbrun, C. Finelli, C. Crockett, and K. Nguyen, Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons, J. Coll. Sci. Teaching 49 (6), 45 (2020), <https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-julyaugust-2020/negative-student>.
APA Format
Shekhar, P., Borrego, M., DeMonbrun, M., Finelli, C., Crockett, C., & Nguyen, K. (2020, January 1). Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons. J. Coll. Sci. Teaching, 49(6), 45-54. Retrieved September 25, 2022, from https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-julyaugust-2020/negative-student
Chicago Format
Shekhar, P, M. Borrego, M. DeMonbrun, C. Finelli, C. Crockett, and K. Nguyen. "Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons." J. Coll. Sci. Teaching. 49, no. 6, (January 1, 2020): 45-54, https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-julyaugust-2020/negative-student (accessed 25 September 2022).
MLA Format
Shekhar, Prateek, Maura Borrego, Matt DeMonbrun, Cynthia J. Finelli, Caroline Crockett, and Kevin A. Nguyen. "Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons." J. Coll. Sci. Teaching 49.6 (2020): 45-54. 25 Sep. 2022 <https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-julyaugust-2020/negative-student>.
BibTeX Export Format
@article{ Author = "Prateek Shekhar and Maura Borrego and Matt DeMonbrun and Cynthia J. Finelli and Caroline Crockett and Kevin A. Nguyen", Title = {Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons}, Journal = {J. Coll. Sci. Teaching}, Volume = {49}, Number = {6}, Pages = {45-54}, Month = {January}, Year = {2020} }
Refer Export Format

%A Prateek Shekhar %A Maura Borrego %A Matt DeMonbrun %A Cynthia J. Finelli %A Caroline Crockett %A Kevin A. Nguyen %T Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons %J J. Coll. Sci. Teaching %V 49 %N 6 %D January 1, 2020 %P 45-54 %U https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-julyaugust-2020/negative-student %O text/html

EndNote Export Format

%0 Journal Article %A Shekhar, Prateek %A Borrego, Maura %A DeMonbrun, Matt %A Finelli, Cynthia J. %A Crockett, Caroline %A Nguyen, Kevin A. %D January 1, 2020 %T Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons %J J. Coll. Sci. Teaching %V 49 %N 6 %P 45-54 %8 January 1, 2020 %U https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-julyaugust-2020/negative-student


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