Recently I wrote about a paper by Freeman et al: a meta-analysis looking at the impact of active learning on student success in maths, engineering, & the sciences (the 'STEM' subjects). In the same volume of PNAS is an accompanying commentary by Carl Wieman. Wieman is a physics Nobel Laureate who also leads a research group working on improving teaching & learning in maths, engineering, & the sciences (which has resulted in some interesting initiatives at other institutions). Commenting on Freeman's results, he notes that
Freeman et al. argue that it is no longer appropriate to use lecture teaching as the comparison standard, and instead, research should compare different active learning methods, because there is such overwhelming evidence that the lecture is substantially less effective. This makes both ethical and scientific sense.
However, in undergraduate STEM education, we have the curious situation that, although more effective teaching methods have been overwhelmingly demonstrated, most STEM courses are still taught by lectures – the pedagogical equivalent of bloodletting. Should the goals of STEM education research be to find more effective ways for students to learn or to provide additional evidence to convince faculty and institutions to change how they are teaching?