2015 GSA Annual Meeting in Baltimore, Maryland, USA (1-4 November 2015)

Paper No. 89-12
Presentation Time: 11:15 AM


KREAGER, Bailey Zo, Earth and Atmospheric Sciences, University of Nebraska-Lincoln, 214 Bessy Hall, Lincoln, NE 68588 and ARTHURS, Leilani, Department of Earth & Atmospheric Sciences, University of Nebraska-Lincoln, 330 Bessey Hall, P.O. Box 880340, Lincoln, NE 68588, bkreager2@huskers.unl.edu

This study seeks to answer three research questions: (i) What types of active learning strategies are used to teach college STEM courses, (ii) when and how are they used in different disciplines, and (iii) how does the use of active learning strategies specifically in the geosciences compare to their use in other STEM disciplines. To answer these questions, we conducted a literature review using ERIC. More than 70 articles addressing active engagement at the post-secondary level were reviewed. Rubrics were iteratively developed to examine the literature and answer each of the three questions. On the basis of three different raters’ application of the rubrics, preliminary findings show there are five major categories of active learning strategies: (i) in-class group work, (ii) out-of-class group work, (iii) clickers, (iv) online work, and (v) others. Additionally, different STEM disciplines seem to emphasize the use of certain strategies over others, and the geosciences use a smaller range of active learning strategies compared to other STEM disciplines investigated (e.g., physics, chemistry, and biology).