Implementation of Effective Strategies for Reducing Student Resistance to Active Learning in College Science Courses

This article provides evidence and context for how college science teachers can employ a variety of strategies to reduce student resistance to active learning. Despite evidence supporting the many cognitive and affective benefits of active learning, college science instructors remain cautious due to anticipated student resistance. Prior research has demonstrated the efficacy of specific instructional strategies on reducing student resistance to active learning, and the current study explores their implementation in introductory science courses at community colleges and 4-year institutions. First, a detailed narrative of diverse student resistance reduction strategies used in a community college biology course employing active learning is presented. This narrative contributes to a nuanced understanding of how instructional strategies are combined and sequenced in a community college science course. Observation data collected from 24 STEM classrooms spanning various disciplines and institutions (n = 67 instances of active learning) is then presented. The observation instrument quantifies both instructor and student behavior, alongside classroom characteristics such as class size. Patterns are compared by institution type and STEM discipline.