Article By: Faculty Focus
"The University of Nebraska-Lincoln’s Marilyne Stains and her colleagues found that 55 percent of STEM classroom interactions consisted mostly of conventional lecturing, a style that prior research has identified as among the least effective at teaching and engaging students."
"Another 27 percent featured interactive lectures that had students participating in some group activities or answering multiple-choice questions with handheld clickers. Just 18 percent emphasized a student-centered style heavy on group work and discussions."
"There is an enormous amount of work that has demonstrated that these (student-centered) strategies improve students’ learning and attitudes toward science,” said Stains, the study’s lead author and associate professor of chemistry at Nebraska. “It’s not just that they understand it better, but they also appreciate science more. They’re not as scared of it, and they engage more easily with it."