Yet more evidence for active learning pedagogies...this time in calculus
Kramer et al (2023) conducted a compelling randomized controlled trial showing active learning pedagogies led to student gains in postsecondary calculus courses.
As Amy Crawford wrote, “Good science changes: That’s a good thing.” I’m old enough to recall the direct instruction v. (guided) discovery learning debates, specifically regarding what the “science” said about each. Thankfully, I think the “science” is accumulating that a wise hybrid of each, sometimes called high-structure course design, sometimes called active learning pedagogies, is proving to be a very effective way to teach large, introductory STEM courses in postsecondary education. The latest evidence comes from Kramer et al. (2023), who conducted a rigorous randomized controlled trial of such instruction in postsecondary calculus, and found consistent, small-to-medium (after accounting for instructor/course effects) effects across three semesters. Their intervention also focused on mathematical “habits of mind,” which I think of as a kind of inquiry instruction. Very cool. At this point, I’m struggling to see why higher education instructors wouldn’t invest the time to make their course as active, structured, and inclusive as possible. And here’s a great resource to help with that.