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Abstract Title: Investigating the Relationship between Active Learning Task Characteristics and Student Success
Abstract: There is strong evidence that the implementation of active learning in undergraduate science courses can lead to increased student conceptual understanding and course achievement, but we still do not know what specific characteristics of active learning contribute the most to student success. Our work examines the tasks that students are asked to engage with during active learning, with the goal of investigating the relationship between different task characteristics and different student level outcomes (e.g., concept inventory gains, course achievement, retention, and persistence). To this end, we are working to characterize the active learning tasks that students engage with in the classroom with respect to authenticity and cognitive depth. We will present our characterization of the tasks we have collected from four introductory physics courses at three institutions and discuss the relationship between these characteristics and student gains on the Force and Motion Concept Evaluation instrument.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B20
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Leanne Doughty
University of Colorado Denver
and Co-Presenter(s)
Laurel Hartley, University of Colorado Denver
Paul Le, University of Colorado Denver
Mary Nyaema, Florida International University
Jeffrey Boyer, North Dakota State University
Robert M. Talbot III, University of Colorado Denver