An interesting new study conducted at Harvard University and published in Proceedings of the National Academy of Sciences finds that undergraduates in introductory physics courses learn more in classrooms that employ active-learning instruction methods (specifically, problem-solving in small groups) than students taking notes on “passive” lectures—but think they learn less. The researchers propose that this discrepancy between actual and perceived learning happens because active learning requires more effort on students’ part; it feels frustrating or inefficient. They also warns that this means that relying on student evaluations of teaching could lead instructors to use “inferior (passive) pedagogical methods” in their quest to achieve the popularity of “superstar lecturers.”
The study (full version in PDF format here) seems excellent in design and careful in its conclusions. Unfortunately, Harvard has publicized it with a news article that draws a tiresome false dichotomy between lectures and active learning, going so far as to quote the peer-instruction proponent Eric Mazur—who helped with the study—this way:
‘This work unambiguously debunks the illusion of learning from lectures,’ he said. ‘It also explains why instructors and students cling to the belief that listening to lectures constitutes learning.’
Of course, the study does no such thing as Mazur’s first claim.
Continue reading “What’s a Good Small-Group Activity to Illustrate the Concept of a False Dichotomy?”