Active learning in secondary and college science classrooms: - download pdf or read online

By Joel Michael, Harold I. Modell

ISBN-10: 080583947X

ISBN-13: 9780805839470

ISBN-10: 0805839488

ISBN-13: 9780805839487

The operating version for "helping the learner to profit" awarded during this booklet is appropriate to any instructing context, however the concentration here's on instructing in secondary and school technological know-how school rooms. particularly, the targets of the textual content are to: *help secondary- and college-level technological know-how college study and redefine their roles within the lecture room; *define for technological know-how lecturers a framework for puzzling over lively studying and the construction of an lively studying atmosphere; and *provide them with the help they should commence construction winning energetic studying environments of their school rooms. energetic studying in Secondary and school technology study rooms: A operating version for aiding the Learner to profit is influenced by way of primary adjustments in schooling in line with perceptions that scholars will not be correctly buying the data and abilities essential to meet present academic and monetary objectives. the basis of this ebook is that energetic studying bargains a powerful method of assembly the mandate for elevated scholar wisdom, abilities, and function. it's a important source for all instructor running shoes in technological know-how schooling and highschool and school technology lecturers.

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Extra info for Active learning in secondary and college science classrooms: a working model for helping the learner to learn

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The process begins with establishing goals for the output state. The goals may be extensive for a course or curriculum, or they may be relatively simple for the answer to a specific question asked FIG. 2. The model as applied to sequential learning experiences. A Model for the Learning Environment 33 within the context of a particular topic. The next step is to assess the input state. The output state defines our destination. The input state defines our starting point. The learning experiences that we provide the student represent the various paths that can be taken to help the student move from the input state to the output state.

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. Hillsdale, NJ: Lawrence Erlbaum Associates. , & Tinto, V. (1992). Collaborative learning: a sourcebook for higher education. University Park, PA: National Center for Postsecondary Teaching, Learning, and Assessment.

Their cultural backgrounds can be quite different. For some, English is their mother tongue, but many others have learned English 43 44 Chapter 5 as a second or perhaps third language. Some learned English as young children, others learned it as an adult, and there are likely to be some students who are still in the process of becoming fluent in English. If we are committed to helping the learner to learn, it is essential that we understand something about the diversity present in our classroom.

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Active learning in secondary and college science classrooms: a working model for helping the learner to learn by Joel Michael, Harold I. Modell


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