ACTIVE LEARNING STRATEGIES IN UNDERGRADUATE STEM COURSES, A LITERATURE REVIEW

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).