Peer-Led Team Learning Helps Minority Students Succeed

被引：51

作者：

Snyder, Julia J. ^{[1
,2
]}

Sloane, Jeremy D. ^{[1
,2
]}

Dunk, Ryan D. P. ^{[1
]}

Wiles, Jason R. ^{[1
,2
]}

机构：

[1] Syracuse Univ, Dept Biol, Syracuse, NY 13244 USA

[2] Syracuse Univ, Dept Sci Teaching, Syracuse, NY USA

来源：

PLOS BIOLOGY | 2016年 / 14卷 / 03期

基金：

美国国家科学基金会;

关键词：

ORGANIC-CHEMISTRY; IMPLEMENTATION; PERFORMANCE;

D O I：

10.1371/journal.pbio.1002398

中图分类号：

Q5 [生物化学]; Q7 [分子生物学];

学科分类号：

071010 ; 081704 ;

摘要：

Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.

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页数：7

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