Active learning holds great promise for improving education, particularly in science, technology, engineering, and mathematics (STEM). Instead of receiving information passively, students take agency and actively construct their own understanding. A large meta-analysis has suggested that these features improve student performance in STEM (Freeman et al., 2014). Many instructional practices that promote active learning have the added benefit of making students familiar with the scientific process of testing theories via predictions and observations. Active learning could also contribute to reducing achievement gaps and empowering students from underrepresented groups to consider careers in science. It therefore seems paramount to synthesize a framework of active learning that guides research and practice in this field, and I applaud Lombardi and colleagues (this issue) for their interdisciplinary efforts to do so.

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我们如何使主动学习在 K-12 教育中发挥作用？考虑成功构建理解的先决条件

主动学习为改善教育，特别是在科学、技术、工程和数学 (STEM) 领域提供了巨大的希望。学生不是被动地接受信息，而是主动地构建自己的理解。一项大型荟萃分析表明，这些特征可以提高学生在 STEM 中的表现（Freeman 等人，2014 年）。许多促进主动学习的教学实践具有让学生熟悉通过预测和观察检验理论的科学过程的额外好处。主动学习还有助于减少成就差距，并让来自代表性不足的群体的学生能够考虑从事科学职业。因此，综合一个指导该领域研究和实践的主动学习框架似乎至关重要，