Cognitive Engagement, Attitudinal Outcomes, Science Education, STEM
A large body of evidence demonstrates that strategies that promote student interactions and cognitively engage students with content lead to gains in learning and attitudinal outcomes for students in science, technology, engineering, and mathematics (STEM) courses. Many educational and governmental bodies have called for and supported adoption of these student centered strategies throughout the undergraduate STEM curriculum.
Wendel, Paul J.; Esson, Joan M.; Plank, Kathryn M.; and Young, Anna M., "Anatomy of STEM teaching in North American Universities" (2018). Education Faculty Scholarship & Creative Works. 4.