Article,
Where's the evidence that active learning works?
Advances in Physiology Education, (2006)
Abstract
Calls for reforms in the ways we teach science at all levels,
and in all disciplines, are wide spread. The effectiveness of the
changes being called for, employment of student-centered, active
learning pedagogy, is now well supported by evidence. The relevant
data have come from a number of different disciplines that include the
learning sciences, cognitive psychology, and educational psychology.
There is a growing body of research within specific scientific teaching
communities that supports and validates the new approaches to
teaching that have been adopted. These data are reviewed, and their
applicability to physiology education is discussed. Some of the inherent
limitations of research about teaching and learning are also
discussed.
