Active Learning in the Sciences

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Active Learning in the Sciences
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ASSUMPTIONS of ACTIVE LEARNING

• Derived from two basic assumptions
• 1. Learning is by nature an active endeavor
• 2. Different people learn in different ways
• (Meyers Jones, 1993)

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Broader Assumptions for Active Learning

• Understanding is more than knowing facts.
• Students construct understanding from experience.
• Students build on their current understanding.
• Effective learning requires students to take
  responsibility for their own learning.
• Knowledge transfer depends on how well students
  understanding what they have learned.

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ELEMENTS OF ACTIVE LEARNING

• Talking and listening
• Writing
• Reading
• Reflection

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Characteristics of Active Learning

• Less emphasis placed on transmitting
  information
• Emphasis on developing students skills
• Students involved in higher-order thinking
• (analysis, synthesis, evaluation)
• Students engaged in activities
• Self exploration of student attitudes and values

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TRAITS OF ACTIVE LEARNING

• Students spend most of class time actively
  engaged (not just listening)
• Students regularly interact with their peers
• Instructor is more of a facilitator, less of a
  conveyor of knowledge (talking head)
• Students receive immediate feedback on their work
• Student takes responsibility (ownership) for
  their knowledge
• (Randall D. Knight)

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ACTIVE LEARNING STRATEGIESIndividualized
Processes

• Bell Ringers
• Worksheets
• PBL
• Homework
• Student Reading
• Tutoring
• Next time questions

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ACTIVE LEARNING STATEGIESSMALL GROUP PROCESSES

• Cooperative Learning
• PBL
• Computer Simulated labs
• White Boarding
• Socratic Dialoging
• Work Stations
• Concept Maps
• Games

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ACTIVE LEARNING STATEGIESWHOLE GROUP PROCESSES

• Peer Instruction
• Think-Pair-Share
• Socratic Dialoging
• Discussions
• Interactive Demonstrations
• Problem of the Day
• Case Studies
• Student Summaries

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Constructivism
Literal translation With Theory Only, You Have
Nothing