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Active Learning in Secondary and College Science Classrooms: A Working Model for Helping the Learner To Learn
The working model for "helping the learner to learn" presented in this book is relevant to any teaching context, but the focus here is on teaching in secondary and college science classrooms.
Specifically, the goals of the text are
*help secondary- and college-level science faculty examine and redefine their roles in the classroom;
*define for science teachers a framework for thinking about active learning and the creation of an active learning environment; and
*provide them with the assistance they need to begin building successful active learning environments in their classrooms.
Active Learning in Secondary and College Science A Working Model for Helping the Learner to Learn is motivated by fundamental changes in education in response to perceptions that students are not adequately acquiring the knowledge and skills necessary to meet current educational and economic goals. The premise of this book is that active learning offers a highly effective approach to meeting the mandate for increased student knowledge, skills, and performance. It is a valuable resource for all teacher trainers in science education and high school and college science teachers.
Specifically, the goals of the text are
*help secondary- and college-level science faculty examine and redefine their roles in the classroom;
*define for science teachers a framework for thinking about active learning and the creation of an active learning environment; and
*provide them with the assistance they need to begin building successful active learning environments in their classrooms.
Active Learning in Secondary and College Science A Working Model for Helping the Learner to Learn is motivated by fundamental changes in education in response to perceptions that students are not adequately acquiring the knowledge and skills necessary to meet current educational and economic goals. The premise of this book is that active learning offers a highly effective approach to meeting the mandate for increased student knowledge, skills, and performance. It is a valuable resource for all teacher trainers in science education and high school and college science teachers.
184 pages, Paperback
First published January 1, 2003
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November 30, 2020
We help students most by giving them chances to actively engage in science. Learning is the result of experience. This book focuses on upper level classes, but it is still possible to incorporate experience based learning in these classrooms, too.
“The richer the learning context the more opportunity the learner will have to link or associate what he is learning with knowledge and skills he has already mastered….one way in which the richness of the learning context can be increased is to encourage the learner to elaborate, expand, and generate his or her own explanation forge the new knowledge or skills being acquired. Students working together in groups may learn more than students working together individually…. The value of cooperative or collaborative learning, peer teaching or tutoring, and reciprocal teaching arise, at least in part, from the creation of a learning environment in which explanation and self-explanation are fostered.”
“The richer the learning context the more opportunity the learner will have to link or associate what he is learning with knowledge and skills he has already mastered….one way in which the richness of the learning context can be increased is to encourage the learner to elaborate, expand, and generate his or her own explanation forge the new knowledge or skills being acquired. Students working together in groups may learn more than students working together individually…. The value of cooperative or collaborative learning, peer teaching or tutoring, and reciprocal teaching arise, at least in part, from the creation of a learning environment in which explanation and self-explanation are fostered.”
Displaying 1 of 1 review