References

• 2014Active learning increases student performance in science, engineering, and mathematics9,767 cited
• 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses6,068 cited
• 2020Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math1,383 cited
• 2019Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom1,369 cited
• 2011Improved Learning in a Large-Enrollment Physics Class1,270 cited
• 2011Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology958 cited
• 2005How students learn: history, mathematics, and science in the classroom889 cited
• 2012Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering674 cited
• 2014Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?552 cited
• 2017Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning375 cited
• 2011Increased Course Structure Improves Performance in Introductory Biology305 cited
• 2015Reaching Students: What Research Says about Effective Instruction in Undergraduate Science and Engineering.281 cited
• 2012Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course