Student Motivation and Resistance in Active Learning Classrooms
Contribution to Book
Active Learning in College Science
Although the positive effects of active learning (AL) on students’ learning and attitudes are well documented, there seems to be an equally large amount of evidence suggesting that students resist AL. In this chapter, we explore this AL paradox by describing a study that employed a novel AL approach aligned with reform documents and a consensus definition of AL in order to uncover sources of motivation from and resistance to AL. The purpose of the chapter is to aid college science instructors in recognizing these sources of motivation and resistance in their own classrooms so that they are able to emphasize the former and address the latter.
Owens, David C., Angela T. Barlow, Cindi Smith-Walters.
"Student Motivation and Resistance in Active Learning Classrooms."
Active Learning in College Science, J. Mintzes and E. Walter (Ed.): Springer.
doi: https://doi.org/10.1007/978-3-030-33600-4_57 source: https://link.springer.com/chapter/10.1007/978-3-030-33600-4_57 isbn: 978-3-030-33600-4