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Brewe, Eric; Dou, Remy; Shand, Robert – Physical Review Physics Education Research, 2018
Although active learning is supported by strong evidence of efficacy in undergraduate science instruction, institutions of higher education have yet to embrace comprehensive change. Costs of transforming instruction are regularly cited as a key factor in not adopting active-learning instructional practices. Some cite that alternative methods to…
Descriptors: Active Learning, Introductory Courses, Physics, Educational Finance