scholarly journals How Can We Make Active Learning Work in K–12 Education? Considering Prerequisites for a Successful Construction of Understanding

2021 ◽  
Vol 22 (1) ◽  
pp. 1-7
Author(s):  
Garvin Brod
Keyword(s):  
Active Learning ◽  
K 12

scholarly journals Negotiating (dis-)engagement in K-12 blended learning

2021 ◽  
Author(s):  
Nina Bergdahl ◽  
Melissa Bond
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Digital Technologies ◽  
Vital Role ◽  
Future Research ◽  
Socially Disadvantaged ◽  
Leadership Engagement ◽  
Upper Secondary ◽  
K 12 ◽  
Engagement And Disengagement

AbstractIt is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

scholarly journals Not All Flipped Classes are the Same

2019 ◽  
Vol 19 (5) ◽  
Author(s):  
Alyssa Lawson ◽  
Caylor Davis ◽  
Ji Son
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Flipped Classroom ◽  
Design Approach ◽  
Cognitive Sciences ◽  
Popular Method ◽  
Instructional Activities ◽  
Flipped Classrooms ◽  
The Individual ◽  
K 12

The flipped classroom has recently become a popular method used in both higher education and K-12 classrooms, yet research has not consistently demonstrated clear benefits of flipping a classroom. Also, any benefits seen might not be from the flipped design itself, but instead from the individual aspects of a flipped classroom (e.g., more active learning in class, more feedback on homework). This suggests that research focused on how to develop the activities and components of the flipped classroom, instead of simply flipping the traditional in-class and out-of-class activities, is critical to flipped pedagogy. These activities (both in and out of the classroom) should be designed based on a theory of learning. We draw upon the Practicing-Connections (PC) hypothesis, supported by contemporary theories and research in the cognitive sciences, to design instructional activities to promote learning by having students practice making connections between concepts and situations. This paper examines the theory-driven-design approach, PC hypothesis, versus a basic flipped classroom. The results of this work offers suggestions as to what dimensions of flipping may be important and how to design and evaluate flipped classrooms based on theories of learning.

Educational Robotics as a Learning Tool for Promoting Rich Environments for Active Learning (REALs)

2015 ◽  
pp. 740-767 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Standardized Testing ◽  
Computational Thinking ◽  
Educational Practice ◽  
Educational Robotics ◽  
Stem Learning ◽  
Learning Tool ◽  
Creative People ◽  
Technological Learning ◽  
K 12

In our ever-changing society where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed for the work of advancing technology. However, current educational practice in schools seems to be moving away from helping to educate our future innovative and creative workforce. With the extensive focus on assessments through standardized testing, the concern is raised that more and more teachers are forced to teach to the test. In this chapter, educational robotics is introduced as a transformational tool for learning, which promotes learning of computational thinking, coding, and engineering, all increasingly being viewed as critical ingredients of STEM learning in K-12 education. The purpose of this chapter is to highlight the importance of integrating educational robotics as a technological learning tool into K-12 curriculum to promote Rich Environments for Active Learning (REALs) to prepare students for the technology-driven future.

Nonmajors' Shifts in Attitudes & Perceptions of Biology & Biologists Following an Active-Learning Course:

2016 ◽  
Vol 78 (1) ◽  
pp. 43-48 ◽  
Author(s):  
Grant E. Gardner ◽  
Jeff Bonner ◽  
Jennifer Landin ◽  
Miriam Ferzli ◽  
Damian Shea
Keyword(s):  
Active Learning ◽  
Exploratory Study ◽  
Scientific Field ◽  
Student Centered ◽  
Attitudes And Perceptions ◽  
Biology Courses ◽  
Science Instructors ◽  
K 12

This exploratory study examined the impacts of a student-centered, active-learning course on nonmajors' attitudes and perceptions of biology and biologists. Results revealed changes along various measured attitude variables. Most notably, participants saw significant positive shifts in their perceptions of biology as a scientific field that contrasted with their relatively stable perceptions of biologists as scientists. Implications are discussed in the context of the impacts of nonmajors biology courses on future K–12 science instructors and potential influxes of students into the science pipeline.

scholarly journals Professional development design in elementary school blended learning environments : changes in teacher mindsets and adaptive thinking skills

2018 ◽  
Author(s):  
◽  
Angela Nicole Holt
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Active Learning ◽  
Blended Learning ◽  
International Association ◽  
Thinking Skills ◽  
Teacher Responses ◽  
K 12 ◽  
The Impact ◽  
Core Features

This mixed method convergent study explored the impact of design and delivery of professional development practices in a large, urban school district in Missouri. Certificated classroom teachers at 23 pre-determined elementary school sites (541 participants) were electronically surveyed. Additionally, three department leaders were interviewed and their responses provided insights about core features of professional development (content focused, active learning, coherence, duration and collective participation) present within the district. The International Association for K-12 Online Learning's (iNACOL) Blended Learning Teacher Competency Framework and transformative learning theory both provided a lens for examining professional development design and practice within the research study. The quantitative results of the study reveal significant increase in teacher responses from the technical skill and adaptive thinking domains. Additionally, qualitative data collected during the study found professional development delivered during the implementation window did include all five core features of professional development (content focused, active learning, coherence, duration and collective participation). While significance was noted in several variables studied, the Mindset domain showed no significant improvements in teacher responses on either measurement.

Active Learning Strategies in Technology Integrated K-12 Classrooms

2019 ◽  
pp. 721-743
Author(s):  
Esther Ntuli
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Classroom Environment ◽  
Large Sample Size ◽  
Grade Levels ◽  
Use Of Technology ◽  
Information Research ◽  
Active Learning Strategies ◽  
Critical Components ◽  
K 12

Active learning is central to student retention and application of learned information. Research indicates that technology has reshaped the classroom environment and some of the teaching methods that traditionally supported active learning are no longer compatible with the emerging technologies. The question is; how best can teachers promote active learning through the use of technology? With technology flooding the school learning environments, teachers need effective strategies that promote active learning. Using research-based theories and literature review; this chapter extends a new definition and critical components of active learning in the context of technology integrated classrooms. Further, the chapter offers active learning strategies aligned with technology tools that could be used effectively in K-12 classrooms to promote active learning. Finally, the chapter opens up a discussion for potential new research that could be conducted to explore in depth some of the strategies using a large sample size stratified by grade levels, content areas, and geography.

Active Learning Strategies in Technology Integrated K-12 Classrooms

2015 ◽  
pp. 140-161 ◽  
Author(s):  
Esther Ntuli
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Classroom Environment ◽  
Large Sample Size ◽  
Grade Levels ◽  
Use Of Technology ◽  
Information Research ◽  
Active Learning Strategies ◽  
Critical Components ◽  
K 12

Active learning is central to student retention and application of learned information. Research indicates that technology has reshaped the classroom environment and some of the teaching methods that traditionally supported active learning are no longer compatible with the emerging technologies. The question is; how best can teachers promote active learning through the use of technology? With technology flooding the school learning environments, teachers need effective strategies that promote active learning. Using research-based theories and literature review; this chapter extends a new definition and critical components of active learning in the context of technology integrated classrooms. Further, the chapter offers active learning strategies aligned with technology tools that could be used effectively in K-12 classrooms to promote active learning. Finally, the chapter opens up a discussion for potential new research that could be conducted to explore in depth some of the strategies using a large sample size stratified by grade levels, content areas, and geography.

scholarly journals Why We Teach: Autobiographies of Traditionally and Alternatively Certified Pre-Service Social Studies Teachers

2014 ◽  
Author(s):  
Susan Santoli
Keyword(s):  
Active Learning ◽  
Social Studies ◽  
Social Studies Education ◽  
Learning Opportunities ◽  
Social Studies Teachers ◽  
Alternatively Certified ◽  
Traditional Certification ◽  
The Social ◽  
K 12 ◽  
Significant Adults

This study describes the analysis of the social studies autobiographies of 46 students compiled over a 15 month period. Two major questions were addressed: (1) what motivational patterns are revealed in these autobiographies and (2) what differences and similarities exist in the autobiographies of students seeking alternative and traditional certification. Both groups noted the influence of family and other significant adults, and the influence of social studies teachers, both K-12 and postsecondary, in their decisions to pursue social studies teaching careers. There were more similarities than differences between the two groups. The autobiographies echoed influences that are found in the literature, and reveal that active learning opportunities and inspiring teachers are important in motivating students to pursue careers in social studies education.

Educational Robotics as a Learning Tool for Promoting Rich Environments for Active Learning (REALs)

2015 ◽  
pp. 19-47 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Standardized Testing ◽  
Computational Thinking ◽  
Educational Practice ◽  
Educational Robotics ◽  
Stem Learning ◽  
Learning Tool ◽  
Creative People ◽  
Technological Learning ◽  
K 12

In our ever-changing society where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed for the work of advancing technology. However, current educational practice in schools seems to be moving away from helping to educate our future innovative and creative workforce. With the extensive focus on assessments through standardized testing, the concern is raised that more and more teachers are forced to teach to the test. In this chapter, educational robotics is introduced as a transformational tool for learning, which promotes learning of computational thinking, coding, and engineering, all increasingly being viewed as critical ingredients of STEM learning in K-12 education. The purpose of this chapter is to highlight the importance of integrating educational robotics as a technological learning tool into K-12 curriculum to promote Rich Environments for Active Learning (REALs) to prepare students for the technology-driven future.

Sign in / Sign up

Export Citation Format

Share Document