Materials Similar to Development of an Observation Protocol to Study Undergraduate Engineering Student Resistance to Active Learning
- 47%: Student resistance to active learning: do instructors (mostly) get it wrong?
- 42%: Students’ Expectations and Responses to Active Learning in Undergraduate Engineering Courses
- 41%: Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience
- 41%: Reducing Student Resistance to Active Learning: Strategies for Instructors
- 39%: A comparison of student evaluations of instruction vs. students' conceptual learning gains
- 38%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
- 37%: Strategies to mitigate student resistance to active learning
- 36%: Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science
- 36%: Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach
- 36%: Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses
- 36%: Students as Co-creators: the Development of Student Learning Networks in PeerWise
- 36%: Student experiences in traditional and active learning classrooms in introductory physics courses
- 35%: Student effort expectations and their learning in first-year introductory physics: A case study in Thailand
- 35%: How social-media and web-accessible learning resources influence students’ experiences in a quantum physics course: A case study
- 35%: Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons
- 35%: A comparative study of middle school and high school students’ views about physics and learning physics
- 35%: The SCALE-UP Project: A Student-Centered Active Learning Environment for Undergraduate Programs
- 34%: Development of a General Undergraduate Estimation Skills Survey (GUESS)
- 33%: The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum