Experiment-based learning is most effective when adopted as the dominant course strategy rather than an occasional technique¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors conclude that a hybrid of occasional experiments within lecture-based teaching does not yield significant learning gains unless a threshold number of experiment-based topics is adopted. → Nirupama Devaraj and Jaishankar Raman 2014

Evidence¶

Nirupama Devaraj and Jaishankar Raman 2014¶

Nirupama Devaraj and Jaishankar Raman. (2014). The Effect of Student Learning Styles, Race and Gender on Learning Outcomes: The Case of Public Goods. Journal of Learning in Higher Education, Fall 2014 (Volume 10 Issue 2). https://eric.ed.gov/?id=EJ1143339

q1 · i? · causal · r1

Authors' interpretive conclusion drawn from their own null case study, not a separately tested result. They argue that with practice students learn to participate strategically and contribute to post-experiment discussion, and that "flex- ibility in curriculum design is a precondition to successful use of experiment based learning."

"Our findings reinforce to us that instructors cannot rely on a hybrid teaching technique of experiments and lectures, unless they adopt a threshold number of experiments based topics."

Discussion¶

Related Claims¶

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