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

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Title: Implementation of Effective Strategies for Reducing Student Resistance to Active Learning in College Science Courses.
Authors: Blackmon, Terronica (AUTHOR), Chasen, Ariel (AUTHOR), Josiam, Malini (AUTHOR), Andrews, Madison (AUTHOR), Borrego, Maura (AUTHOR), Prince, Michael (AUTHOR), Husman, Jenefer (AUTHOR), Finelli, Cynthia (AUTHOR)
Source: Journal of College Science Teaching. Jan/Feb2026, Vol. 55 Issue 1, p91-100. 10p.
Subjects: ACTIVE learning, STEM education, COMMUNITY colleges, AVERSION, EFFECTIVE teaching, TEACHING methods, SCIENCE education
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Teacher Reference Center
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PubType: Academic Journal
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  Data: Implementation of Effective Strategies for Reducing Student Resistance to Active Learning in College Science Courses.
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  Data: <searchLink fieldCode="AR" term="%22Blackmon%2C+Terronica%22">Blackmon, Terronica</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chasen%2C+Ariel%22">Chasen, Ariel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Josiam%2C+Malini%22">Josiam, Malini</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Andrews%2C+Madison%22">Andrews, Madison</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Borrego%2C+Maura%22">Borrego, Maura</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Prince%2C+Michael%22">Prince, Michael</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Husman%2C+Jenefer%22">Husman, Jenefer</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Finelli%2C+Cynthia%22">Finelli, Cynthia</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. Jan/Feb2026, Vol. 55 Issue 1, p91-100. 10p.
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  Data: <searchLink fieldCode="DE" term="%22ACTIVE+learning%22">ACTIVE learning</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br /><searchLink fieldCode="DE" term="%22COMMUNITY+colleges%22">COMMUNITY colleges</searchLink><br /><searchLink fieldCode="DE" term="%22AVERSION%22">AVERSION</searchLink><br /><searchLink fieldCode="DE" term="%22EFFECTIVE+teaching%22">EFFECTIVE teaching</searchLink><br /><searchLink fieldCode="DE" term="%22TEACHING+methods%22">TEACHING methods</searchLink><br /><searchLink fieldCode="DE" term="%22SCIENCE+education%22">SCIENCE education</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=trh&AN=190930730
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      – Type: doi
        Value: 10.1080/0047231X.2025.2551491
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        Text: English
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        PageCount: 10
        StartPage: 91
    Subjects:
      – SubjectFull: ACTIVE learning
        Type: general
      – SubjectFull: STEM education
        Type: general
      – SubjectFull: COMMUNITY colleges
        Type: general
      – SubjectFull: AVERSION
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      – SubjectFull: EFFECTIVE teaching
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      – SubjectFull: TEACHING methods
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      – SubjectFull: SCIENCE education
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              Text: Jan/Feb2026
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