Search results for: Active learning
Page 1/3 26 items
To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
The purpose of this study is to investigate whether the use of Twitter can enhance perceived learning and promote critical thinking, collaborative learning, and active student roles. The participants, 202 undergraduate students, enrolled on three different degree courses, were studying educational technology course modules. A quantitative, transversal, and retrospective methodology with an ex post facto design was applied by the researchers. The use of Twitter led to an increase in both perceived learning and critical thinking among the majority of students, and in collaborative aspects of the teaching-learning process, as well as in active student roles. The authors conclude that the experience of Twitter and its use in an educational context has therefore contributed to enhancing the quality of learning and the teaching-learning process itself.
Updated: Dec. 19, 2019
The purpose of this study is to determine how active learning in teacher education in Finnish and Turkish contexts affects student teachers’ professional competences. The findings revealed that active learning methods correlated strongly with professional competences in Turkish and Finnish teacher education. This study provides an evidence that active learning methods in pre-service teacher education positively contribute to professional competences, both to classroom-related competence and to a broader concept of teachers’ work.
Updated: Apr. 22, 2018
The Continuing Search to Find A More Effective and Less Intimidating Way to Teach Research Methods in Higher Education
The purpose of this study is to integrate the potential advantages of an intensive format with student-centred learning and active engagement in research methods education. Specifically, this study examined the implementation of a new, intensive course format at UK business school. This format aimed to increase student participation, and promote independent learning in a less formal and more collegiate environment. The results reveal that the new format produced scores that were at least as good as the traditional format and which were more closely aligned with the students’ average overall course scores. Consequently, students had a clearer idea of the research process and were often enthusiastic and more prepared to take ownership of their project.
Updated: Feb. 11, 2018
Research Studies and Active Learning Promoting Professional Competences in Finnish Teacher Education
The goal of this study is to investigate how student teachers benefit from authentic researcher experiences as part of their pre-service education. Student teachers regard research studies as an important part of their education.Research studies also affected students' ability to deal with learners' differences and collaborate with different partners in educational questions, and even helped them in their everyday classroom teaching. Furthermore, active learning experiences in teacher education reinforce the research studies' positive effect on professional competences. Student teachers' professional competences were much higher when both research studies and active learning experiences supported them.
Updated: Mar. 31, 2015
This paper explores pre-service and in-service science teachers’ perceptions on active learning. The paper also examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. The test results show a significant difference between traditional teaching and active learning. However, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching.
Updated: Jan. 15, 2015
Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers’ Adaptation of Science Curriculum Materials for Inquiry-Based Science
The author investigates the role curriculum-dependent and curriculum-independent factors play in influencing preservice elementary teachers’ adaptation of science curriculum materials to foster inquiry-based science. The findings suggest that the initial inquiry-orientations of science curriculum materials do not significantly influence preservice elementary teachers’ adaptation of them. These findings suggest that while preservice elementary teachers are capable of adapting science lesson plans to make them more inquiry-based, an individual teacher may be more or less inclined to engage in adaptive processes based on other factors beyond how inquiry-based a science lesson plan is to begin with. Furthermore, the findings provide evidence that preservice elementary teachers are positively inclined toward the adaptation of science curriculum materials.
Updated: Oct. 05, 2014
This study has investigated the use of an open guided inquiry laboratory course in which a group of pre-service teachers planned and implemented practical work for school purposes. The results show that peer discussions about content and instructional decisions within active designing teaching sequences have enabled the participants to become aware of several aspects of a physics teacher’s teacher knowledge. Furthermore, the pre-service teachers who participated in this project suggested that they had learnt subject matter knowledge during the Course of Laboratory Practice for Physics Teachers (CLP). In light of the results, the authors would warmly suggest including the early use of the open guided inquiry laboratory, as part of the bachelor degree studies, for preservice physics teachers.
Updated: May. 25, 2014
This study was an exploration of the conceptions of inquiry science held by exemplary elementary teachers. The study explored the ideas, understandings, and the recommendations for teaching inquiry science of exemplary elementary teachers and the ways that they use inquiry science in their classrooms. The findings reveal that the six exemplary teachers held ideas about inquiry as ‘‘finding things out’’ and all described themselves as having been children who explored and experimented with the world around them. The teachers in this group all recommended that when encouraging other teachers to implement inquiry, they need to first recognize its importance, and certainly this will take involving teachers in authentic inquiry experiences as learners so that they will be able to begin to view themselves, as these focus group teachers did, as problem-solvers and experimenters.
Updated: May. 25, 2014
Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry
This study investigated preservice science teachers’ successes and struggles in moving back and forth across the cultural border between science student and inquiry-oriented science teacher. The participants were eight preservice science teacher participants were enrolled in a small, post-baccalaureate teacher education program in Southern California. The authors conducted two types of qualitative analyses. One, they grouped their preservice teacher participants into one of four types of potential science teachers. Two, they identified successes and struggles in preservice teachers’ attempts to negotiate the cultural border between veteran student and beginning teacher. They found that preservice teachers were willing and interested in teaching science as inquiry.
Updated: May. 14, 2014
The Impact of Professional Development on Elementary Teachers’ Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools
The purpose of this study was to examine teachers’ reported instructional strategies for promoting science learning while supporting English language development during science instruction with diverse student groups, especially English Language Learners (ELLs), in urban elementary schools. The findings reveal that teachers across three grade levels consistently indicated similar strategies to promote science learning, such as making connections to prior knowledge or real world experiences and engaging in hands-on activities. However, teachers at all three grade levels did not report more sophisticated inquiry-based strategies. Although the reported strategies were similar in frequency across grade levels, there were significant differences among grade level and by years of teacher participation.
Updated: May. 12, 2014