Active learning in the process of educational change

Kimonen, Eija; Nevalainen, Raimo

doi:10.1016/j.tate.2005.05.003

Cited by 49 publications

(48 citation statements)

References 11 publications

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“…However, there are only a few studies about its effects on changing educational culture; for instance, studies by Niemi (2002) and Kimonen and Nevalainen (2005) have focused on active learning as a change in educational culture. Both studies indicated that schools and TE departments were in the middle of a cultural change, which caused difficulties because implementing new ideas required a change in teachers' ways of thinking and working.…”

Section: Active Learningmentioning

confidence: 99%

“…In their study, Kimonen and Nevalainen (2005) reported that the teacher's learning process and the development of the school are closely related. Transformation of the traditional school context requires the teacher to reflect critically on his/her own principles and practices of action and to transform them; in other words, to create a new school context.…”

Section: Active Learningmentioning

confidence: 99%

“…Furthermore, Kimonen and Nevalainen (2005) emphasised that curriculum reform alone was not always sufficient to alter and modify the teachers' significance and practices, and what was needed were changes in the beliefs, habits, roles and power structures of teaching as well as developments in pedagogy. Such a radical change also requires new principles and practices in TE.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Why is active learning so difficult to implement: The Turkish case

Aksit¹,

Niemi²,

Nevgi³

2016

AJTE

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Section: Active Learningmentioning

confidence: 99%

Section: Active Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Why is active learning so difficult to implement: The Turkish case

Aksit¹,

Niemi²,

Nevgi³

2016

AJTE

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“…Moreover, active learning is potentially problematic for teachers since it appears to position them in a more sidelined teaching role than they are accustomed to: though they are central to negotiating and enacting active learning spaces they no longer hold centre stage. Others, however, present a more positive and proactive vision of teachers actively seeking alternative roles and responsibilities in relation to educating pupils (Finlay and Falconer 2005;Kimonen and Nevalainen 2005). This shift in roles is recognised as increasing the challenge for teachers as they are expected to demonstrate expertise in their role as 'motivator, diagnostician, guide, innovator, experimenter, researcher, modeller, mentor, and collaborator' (Crawford 2000 cited in Zion and Slezak 2005, 877).…”

Section: The Enactment Of Active Learning In Educational Settingsmentioning

confidence: 99%

Extending the constructs of active learning: implications for teachers' pedagogy and practice

Drew

Mackie

2011

The Curriculum Journal

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Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This paper provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy discourses, definitions, interpretation and enactments in educational settings, and resultant pedagogical implications. A more robust theoretical framework is presented to support educator understanding which synthesises and extends current constructs and which bridges the divide between active learning considered as either theory of learning or pedagogical strategy.

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“…While teaching for active learning has long been a strategy promoted, if not always practiced, in the educational systems of developed countries (Stern and Hüber 1997), its promotion has become an increasingly common feature of international educational development efforts in countries as diverse as Finland (Kimonen and Nevalainen 2005), India (Woolman 2002), Guatemala (de Baessa, Chesterfield, and Ramos 2002), Macedonia (Sturtevant and Linek 2007), and Egypt (Herrera 2008). As mentioned above, Indonesia too has promoted teaching for active learning as a mechanism to improve the quality of teaching and learning in Indonesian schools.…”

Section: Active Learningmentioning

confidence: 99%

Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

Suherman

Oediyani

Handayani

et al. 2011

ehe

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Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. AbstrakModel pembelajaran aktif atau active learning merupakan metode pedagogik yang sering dipromosikan di Indonesia melalui program perbaikan mutu oleh pemerintah dan proyek pendampingan oleh lembaga internasional. Baru-baru ini, beberapa sekolah dasar di Propinsi Banten mengikuti pelatihan strategi pengajaran active learning melalui proyek bantuan USAID, Decentralized Basic Education 2. Evaluasi paska pelatihan, yang dilaksanakan oleh para dosen dari Universitas Sultan Ageng Tirtayasa (UNTIRTA), menilai bahwa para guru telah sukses mengintegrasikan strategi active learning pada beberapa mata pelajaran atau mapel, kecuali Matematika. Guna memahami kesulitan para guru menerapkan active learning di kelas Matematika, dan membantu guru di sekolah dasar di Cilegon menerapkan strategi pengajaran ini, maka tim dosen UNTIRTA mendesain dan melakukan penelitian tindakan kelas, yang bertujuan agar guru berlatih mengaplikasikan teknik Magic Fingers untuk materi perkalian di kelas 5. Tim menyimpulkan, para guru kesulitan dalam mentransfer konsep active learning dari mapel dan konteks yang dipelajari selama pelatihan ke mapel lain dan konteks sekolah masing-masing.

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Active learning in the process of educational change

Cited by 49 publications

References 11 publications

Why is active learning so difficult to implement: The Turkish case

Why is active learning so difficult to implement: The Turkish case

Extending the constructs of active learning: implications for teachers' pedagogy and practice

Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

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