@article{oai:sojo-u.repo.nii.ac.jp:00001436,
 author = {Larry, XETHAKIS and Kayoko  HORAI},
 journal = {崇城大学紀要, Bulletin of Sojo University},
 month = {},
 note = {The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has emphasized active learning (AL) as one means to improve higher education. MEXT has not, however, presented educators with a clear definition of AL. This has lack of clarity has had the effect of creating a situation where university educators have neither a clear conception of AL nor sufficient understanding of how to implement AL in their courses. While this an issue for faculty members in all disciplines, it is likely a more pressing one for university educators in STEM fields. This study sought to elucidate the current situation of AL implementation among university STEM teachers by reporting results from a pilot survey of faculty members at the researchers’ institution. Responses showed that while there is a reasonable understanding of basic AL principles, and that faculty members are fairly confident in their abilities to implement AL, when examined in relation to participation in FD events, substantial differences in understanding in confidence and understanding appeared among educators. The most commonly reported means of using AL in the classroom were group-based approaches, but together with issues in assessing learning in AL, organizing groups was the most commonly reported issue. The implications of these findings for the enhancement of future faculty development activities is discussed.},
 pages = {103--115},
 title = {Active Learning among University STEM Teachers:Familiarity, Confidence and Current Use},
 volume = {46},
 year = {2021}
}