Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices

摘要: Several studies have found active learning to enhance students’ motivation and attitudes. Yet, faculty indicate that students resist censure them on evaluations after incorporating into their instruction, resulting in an apparent paradox. We argue the disparity findings across previous is result of variation instruction was implemented. The purpose this study illuminate sources from resistance resulted a novel, exemplary active-learning approach rooted essential science practices supported by education literature. This enacted over course 4 weeks eight sections introductory undergraduate biology laboratory course. A plant concept inventory, administered as pre-, post-, delayed-posttest indicated significant proximal distal gains. Qualitative analysis open-response questionnaires interviews elucidated approach. participants enhanced interest, creativity, prepare, challenging environment facilitated sharing diverse perspectives development community learners. Sources included participants’ unfamiliarity with practices, having struggle uncertainty absence authoritative information, extra effort required actively construct knowledge compared via traditional, teacher-centered instruction. Implications for implementation, including tips reducing student learning, are discussed.