Active learning in secondary and college science classrooms: by Joel Michael, Harold I. Modell

By Joel Michael, Harold I. Modell

The operating version for "helping the learner to profit" offered during this publication is appropriate to any educating context, however the concentration this is on educating in secondary and school technological know-how study rooms. particularly, the objectives of the textual content are to: *help secondary- and college-level technology college study and redefine their roles within the lecture room; *define for technology academics a framework for pondering energetic studying and the production of an lively studying atmosphere; and *provide them with the help they should commence construction profitable lively studying environments of their study rooms. energetic studying in Secondary and school technological know-how study rooms: A operating version for supporting the Learner to benefit is stimulated via primary adjustments in schooling based on perceptions that scholars aren't competently buying the information and abilities essential to meet present academic and fiscal ambitions. the idea of this publication is that lively studying deals a powerful method of assembly the mandate for elevated scholar wisdom, abilities, and function. it's a helpful source for all instructor running shoes in technology schooling and highschool and faculty technology academics.

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New York: W. H. Freeman. Bransford, J. , Brown, A. , & Cocking, R. R. ). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Gabel, D. L. ). (1994). Handbook of research on science teaching and learning. New York: Macmillan Publishing Company. , Greeno, J. , Reif, F, Schoenfeld, A. , & Stage, E. (Eds). (1990). Towards a scientific practice of science education. Hillsdale, NJ: Lawrence Erlbaum Associates. Glynn, S. , Yeany, R. , & Britton, B. K.

That is, we must engage the students in a dialogue. This is the only way that we can determine what they know and what they can do with the information that they possess and, hence, determine the kind of help the students need. To illustrate this, let's return to Professor B's chemistry course that we encountered in Chapter 3 and consider various ways that Professor B interacts with his students to gain information about their input state. In the lecture hall, Professor B is about to embark on a new topic.

17 ferent ends. Collaborative or cooperative learning groups are examples of such learning environments ( Bossert, 1988; Goodsell, Maher, & Tinto, 1992; Watson, 1992). Small group problem-solving sessions provide yet another environment in which students are encouraged to work together (Michael & Rovick, 1999). Although it can be argued that collaborative and cooperative work are NOT the same thing, our focus is on the use of small-group, interactive learning environments of all kinds (chap. 11), and we would argue that the common features that make both collaborative and cooperative learning effective (involving students learning with other students) overshadow the differences between them.

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