Abstract
We present the findings of a pilot plan of active learning implemented in introductory physics in a Chilean public university. The model is research based as it considered a literature review for adequate selection and design of activities, consistent with the levels of students' reasoning skills. The level of scientific reasoning is positively correlated to student success. By contrast to a control group of students following traditional lectures, we observed a significant reduction in failure rate for students that do not yet posses formal scientific reasoning. This profile of student being the majority, we conclude that implementing active learning is particularly suited to first year of higher education in the context of a developing country. It fits the particularities of student profile and typical classroom size, leading to learning improvement and reduction of academic risk as well as being financially sound.
Highlights
Low student enrollment and high attrition rates in science, technology, engineering, and mathematics (STEM) education are part of the major contemporary challenges in higher education [1]
Introductory physics courses usually become filter courses for numerous engineering students [2], which is reflected in the historical failure rate for the first engineering physics course in our institution
Active learning students failing rate was 36.1%, evidencing a 9.1% improvement [pðH0Þ 1⁄4 0.937] consistent with improvement reported in literature for physics and STEM [5]
Summary
Low student enrollment and high attrition rates in science, technology, engineering, and mathematics (STEM) education are part of the major contemporary challenges in higher education [1]. Introductory physics courses usually become filter courses for numerous engineering students [2], which is reflected in the historical failure rate for the first engineering physics course in our institution. The pilot program’s main challenges were making it realistically scalable for encompassing a large enrollment course (1600 students) and adapting innovative strategies to the context of our traditional and public university. Our institution has an inclusive access policy that favors admissions to higher education of students with very heterogeneous profiles.
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