By Joel Michael, Harold I. Modell
The operating version for "helping the learner to benefit" awarded during this ebook is suitable to any instructing context, however the concentration here's on educating in secondary and faculty technological know-how study rooms. in particular, the pursuits of the textual content are to: *help secondary- and college-level technology school research and redefine their roles within the lecture room; *define for technological know-how lecturers a framework for wondering lively studying and the construction of an energetic studying setting; and *provide them with the help they should commence development winning lively studying environments of their school rooms. energetic studying in Secondary and faculty technology study rooms: A operating version for supporting the Learner to benefit is inspired by means of primary alterations in schooling in accordance with perceptions that scholars aren't accurately buying the data and talents essential to meet present academic and financial pursuits. the basis of this booklet is that lively studying bargains a powerful method of assembly the mandate for elevated pupil wisdom, talents, and function. it's a worthy source for all instructor running shoes in technological know-how schooling and highschool and faculty technological know-how academics.
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Extra resources for Active learning in secondary and college science classrooms: a working model for helping the learner to learn
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. ). (1991). The psychology of learning science.
11), can require students to analyze a situation and apply their understanding to generate an explanation or even a prescription for changing that situation. 3. Still another kind of problem solving involves the student applying his or her understanding to actually "doing" science. This can include everything from designing and conducting experiments to analyzing real data to writing a scientific paper (D'Avanzo & McNeal, 1997; Johnson & Raven, 1996; Tortora & Funke, 1997). The goals of such exercises range from motivating learning by capitalizing on student curiosity, to helping students personally build more robust mental models of the phenomena being studied, to helping students learn the scientific method.
If this is the case, the third element of our model, the learning experience, may not get the students to the chosen destination. THE LEARNING EXPERIENCE The learning experience represents the set of activities, classroom experiences, and intellectual challenges that the instructor has designed to help students reach the desired output state. Each experience represents a leg of the route that the student will traverse on his or her journey from the point of origin to the destination. Depending on the students' input state and the desired output state, the learning experience might require students to engage in a debate, solve a particular type of problem, work with a computer simulation, or conduct an experiment.