Humanizing STEM Education: Transformative Impacts of Active Learning in Undergraduate Non-Major Biology Courses (Poster 13)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Science Teaching and Learning

Abstract

Globally, transforming undergraduate STEM education has been a pressing issue, especially in improving student engagement, experience, and success. Despite the benefits of active learning (AL) approaches, research on AL from global and diverse perspectives in core undergraduate science courses remains limited. This mixed-methods study explores the impact of AL on student success and perceptions in an undergraduate non-major biology course, analyzed through the lens of humanizing pedagogy. Quantitative results reveal a positive relationship between student rating of AL and performance and high accuracy in self-assessment of comprehension. Qualitative findings highlight the development of students' self-actualization, humanization, and transformative thinking. The study highlights AL as a crucial approach in promoting independent, reflective learning to address inequities in STEM education.

Authors

• Hyunjin Jinna Kim, Western Michigan University

• Claire L. A. Dell, University of Miami