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Underrepresented college students benefit more from ‘active learning’ techniques in STEM courses

March 9, 2020 sarah JonasResearch Results

Switching from passive techniques, such as lectures, to inquiry-based “active learning” methods in college STEM courses has a disproportionate benefit for underrepresented students, which includes low-income students & Latinx, African-American, Native-American, Native-Hawaiian/Pacific-Islander students.

Better training improves physics education

June 26, 2019March 13, 2020 sarah JonasResearch Results

Study finds educator training could improve STEM outcomes COLUMBUS, Ohio—A shortage of high school physics teachers has led to teachers with little-to-no physics training taking over physics classrooms, causing additional stress and job dissatisfaction for those teachers—and a difficult learning…