Search results for: Active learning
Page 2/3 26 items
The authors explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum. The analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions.
Updated: Apr. 22, 2013
In this article, the authors investigate the value of collaboration in promoting the sharing of individual reflective thinking in group work and enhancing metacognitive knowledge in a project-based e-learning context. The authors conducted an empirical study using a collaborative learning script combining individual and collaborative activities at specific phases of a project as an additional scaffold. The authors used MyProject in an e-learning context where all the interactions take place online and the life cycle of a project is inherent in the environment.
Updated: Jul. 23, 2012
Innovative Uses of IT Applications in STEM Classrooms: A Preliminary Review of ITEST Teacher Professional Development
In this article, the authors were interested to examine how innovative information technology (IT) classroom applications are integrated into teacher professional development. The authors conducted an exploratory study of The National Science Foundation (NSF) -funded Innovative Technology Experiences for Students and Teachers (ITEST) projects. The authors found that these projects share practices not always found in STEM professional development, including the involvement of youth in the active learning process and an emphasis on STEM career connections with both teachers and students.
Updated: Feb. 08, 2012
This study explored the extent to which interpersonal and cognitive teacher characteristics increased the level of students’ situational interest. Three distinct teacher characteristics have been identified that seem to influence the effectiveness of student learning and achievement: (1) social congruence, (2) subject-matter expertise, and (3) cognitive congruence. Results reveal that being cognitively congruent was a significant factor in predicting students’ level of situational interest in the classroom.
Updated: Oct. 04, 2011
In this study, the authors introduce the digital backpack as a means for creating a rich learning experience for students of multiple ages. Development, design, and refinement of the digital backpack are grounded in the theoretical framework of Universal Design for Learning(UDL). The UDL framework provides multiple solutions that support student learning. The findings show that the digital backpack provides a structure for districts and teachers to proactively plan how to they can support diverse learners in a project-based learning environment. In addition, it was found that the students with the least amount of technology experience were able to complete the project in the most efficient fashion.
Updated: Mar. 09, 2011
The current article is a re-analysis of three self-studies conducted by three sub-groups of the Active Collaborative Education team. These self-studies were originally presented at the Seventh International Conference on Self-Study of Teacher Education Practices in 2008. Revisiting and retelling these stories for the purpose of this article highlighted surfaced three concepts: territory, the expert as novice, and de-idealization. These concepts then led the authors to identify the three dimensions of territory, knowledge, and values.
Updated: Feb. 21, 2011
This study examines the instructional steps that the author took, based on gaps between what was happening in a graduate literacy class she taught and what she had intended to happen. This study describes the ways that the author re-imagined the class and what came about when she created a pedagogical approach that featured multi-genre inquiry. The author found that the multi-genre approach led to moments of inter-discursivity as teachers extended their understandings by appropriating language from one genre into another.
Updated: Jan. 23, 2011
Pattern of Classroom Activities during Students’ Use of Computers: Relations between Instructional Strategies and Computer Applications
This study was aimed to identify instructional strategies used by teachers to support technology integration. In addition, relations between types of computer applications and teachers' classroom practices were examined. Results reflect use of student-centered practices such as teacher as a facilitator, project-based learning, and independent inquiry.
Updated: Aug. 03, 2010
Microteaching Lesson Study [MLS] combines elements of Japanese lesson study and microteaching. A case study of MLS was conducted with 18 prospective teachers in an initial course on learning to teach. Active learning involving meaningful discussion, planning, and practice, support from a knowledgeable advisor, collaborative deliberation-in-process, and opportunity to trial, analyse and revise were aspects of MLS revealed as centrally important for prospective teacher learning through MLS.
Updated: May. 25, 2010
This article describes a study in which eighth grade students in one school learned to create multimedia mini-documentaries in a six-week history unit on early 19th-century U.S. history. The authors examined the relative benefits for students who participated in a technology-assisted project-based learning experience. The authors also contrasted the students’ experiences to those of students who received a more traditional form of instruction. Results from content knowledge measures showed significant gains for students in the project-based learning condition as compared to students in the comparison school.
Updated: Mar. 02, 2010