Experimenting with Active Learning in Geography: Dispelling the Myths that Perpetuate Resistance

Abstract

While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of lecturers and students, and that there are significant institutional constraints to implementing active learning. In this article the authors draw on their experiences of utilizing active learning in five different countries before dispelling myths which continue to constrain the uptake of active learning methods. Finally, they provide simple guidelines for successful integration of active learning in geography courses.

The Effect of Active Learning-Based Instructional Program on Improving Motivation and Achievement towards Science among Middle Stage Students with Learning Disabilities in Riyadh

“…The results of the current study are consistent with the results of Scheyvens, et al (2008), which showed that active learning raises students' motivation to learn, as well as Alenzi (2010), which showed that active learning contributes to improving motivation toward learning among outstanding students.…”

“…Tandogan and Orhan (2007) indicated that problem solution based on active learning strategies contributes to improving the academic achievement and acquiring scientific concepts among seventh grade students in science. Scheyvens et al (2008) confirmed that the active learning increases the motivation of students to learn and work to form positive trends, also it increases the students' understanding of school subjects and promotes self-learning and their confidence in their ability to learn, the study also resulted that active learning improves academic achievement. Ravi et al (2009) indicated the importance of active learning for students to acquire the following skills: resource management, organization, personal skills, interpersonal, and communication skills.…”

The Level of History Teachers’ Use Active Learning Methods and Technics

“…Those who support active learning claim that active learning methods could contribute to the development of high level thinking skills in students. And this will encourage a "deeper" approach that forms a basis for students to learn and to make some meaning of the knowledge (Bonwell & Eison, 1991;Gibbs, 1992;Hanson & Moser, 2003;Scheyvens et al, 2008). Bonwell and Eison (1991, p. 19), have listed the various features of active learning:…”

“…This approach is generally called "active learning" (Cook & Babon, 2016;Gibbs, 1992). Even if the active learning does not have a universal definition, Scheyvens et al (2008) make the best definition of the active learning by saying what it is not: students passively listen to the speech given by the instructor. Those who support active learning claim that active learning methods could contribute to the development of high level thinking skills in students.…”

“…Additionally, students should be prepared with the required information and confident to be able to participate in group discussions about the basic concepts while coming to the class. It has been notified by the academicians that preparations works like reading the texts before the class increase the capacity and the confident of the students to participate in the class (Revell & Wainwright, 2009;Scheyvens et al, 2008;Williams, 1992).…”