The first indication that traditional lecture-style teaching is not very effective was provided by Dr Donald Bligh in the 1980s and 1990s. As empirical evidence about this fact has continued to accumulate, science, technology, engineering, and math (STEM) education in the USA has undergone a significant change in emphasis away from lecture-based approaches in favor of systems emphasizing more interactive learning. The paper aims to discuss this issue.
A wide range of experimental research has employed the principles of scientific teaching to investigate the efficacy of an ever widening range of pedagogical methods. For STEM education, the most successful of these has been active learning.
At its core, active learning is a redesign of in-class activities to maximize interactivity and feedback through facilitated problem-solving environments. Although the efficacies of both scientific teaching and active learning have been verified in a wide range of empirical works, the dissemination of these platforms, in general, teaching has been slow, even in the USA.
The first significant impediment has been an overall lack of awareness coupled with general skepticism about alternative learning methods.
This paper first reviews the education literature behind scientific teaching and active learning before reviewing some of the challenges to their implementation on an institutional level.
These challenges and known solutions are then applied to the European and East Asian contexts to examine why scientific teaching and active learning remain predominantly an American phenomenon.
For East Asian countries, the authors offer a commentary on how certain aspects of Confucian classroom culture may interact negatively with efforts to install scientific teaching and active learning systems.
