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STEM classrooms (science, technology, engineering, and mathematics) in postsecondary education are rapidly improved by the proper use of active learning techniques. These techniques occupy a descriptive spectrum that transcends passive

STEM classrooms (science, technology, engineering, and mathematics) in postsecondary education are rapidly improved by the proper use of active learning techniques. These techniques occupy a descriptive spectrum that transcends passive teaching toward active, constructive, and, finally, interactive methods. While aspects of this framework have been examined, no large-scale or actual classroom-based data exist to inform postsecondary education STEM instructors about possible learning gains.

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    Date Created
    • 2017-04-01
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  • Text
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    Identifier
    • Digital object identifier: 10.1177/2332858417708567
    • Identifier Type
      International standard serial number
      Identifier Value
      2332-8584
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    Wiggins, B. L., Eddy, S. L., Grunspan, D. Z., & Crowe, A. J. (2017). The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences. AERA Open, 3(2), 233285841770856. doi:10.1177/2332858417708567

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