Why Use Active Learning?

Kovarik, Michelle L.; Robinson, Jill K.; Wenzel, Thomas J.

doi:10.1021/bk-2022-1409.ch001

Cited by 13 publications

(9 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nevertheless, the efforts have yielded positive results, and nowadays, more institutions are joining this paradigm shift [8]. It is well-documented that active learning is a highly positive teaching alternative for students' learning and skill development in STEM areas [9,10]. The use of strategies that promote this approach is based on peer interaction, collaborative learning, collective and individual reflection, constructive discussion, feedback, and critical thinking [11][12][13].…”

Section: Framework 21 Active Learning and Stem Educationmentioning

confidence: 99%

See 1 more Smart Citation

Integration of Physics and Mathematics in STEM Education: Use of Modeling

Dominguez,

De la Garza,

Quezada-Espinoza

et al. 2023

Education Sciences

View full text Add to dashboard Cite

Within STEM (Science, Technology, Engineering, and Mathematics) education, integrating real-world problem scenarios is paramount. Within interdisciplinary education, modeling is an approach to fostering student learning and skill development in a student-centered learning environment. This study focuses on an integrated physics and mathematics course in STEM education based on modeling for first-year engineering students. The main objectives of this study are to analyze students’ models, assess the effectiveness of the pedagogical approach, and evaluate the benefits of integrative education. This study uses a Model-Application Activity as a closure for the quadratic model and extends the models built to a two-dimensional motion situation. The core activity involves a real-world experiment where students attempt to roll a ball down a ramp into a cup. While most groups successfully constructed theoretical models, only a few hit the target, highlighting the complexities of applying theoretical knowledge to real-world scenarios. The study also emphasizes the seamless integration of physics and mathematics, enriching the learning experience and making the models more robust and versatile. Despite the promising results, the study identifies a gap between theoretical understanding and practical application, suggesting the need for more hands-on activities in the curriculum. In conclusion, this study underlines the value of integrating physics and mathematics through modeling and a student-centered approach, setting the stage for future research to enhance the effectiveness of STEM education.

show abstract

Section: Framework 21 Active Learning and Stem Educationmentioning

confidence: 99%

“…This assertion is not only accurate but also of critical importance. Real-world challenges are optimal for stimulating student motivation and creativity [4][5][6]9,[33][34][35][36]. Several research studies exemplify the application of analysis to model real-life situations.…”

Section: Modeling Activities and Real-world Scenariosmentioning

confidence: 99%

Integration of Physics and Mathematics in STEM Education: Use of Modeling

Dominguez,

De la Garza,

Quezada-Espinoza

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Therefore, it is advised that teachers prioritise laboratory practises alongside concept teaching in scientific lessons as part of the Science High School Chemistry Course curriculum. In this case, it is expected that teachers will give more space to active learning methods in chemistry lessons in such schools (Kovarik, Robinson & Wenzel, 2022), and that students' self-efficacy (Howell, Yang, Holesovsky & Scheufele,2021;Liu, 2022), achievement goal orientation (Feyzioğlu, 2019) and learning understanding (Baur & Emden, 2021) will also change positively. Although attention is expected to be paid to the nature of scientific inquiry, schools such as science high schools, where advanced science and mathematics courses are taught, have a highly competitive, perfectionist learning environment in which assessment is focused on results and success, and mistakes are not well received.…”

Section: Introductionmentioning

confidence: 99%

Uncovering Turkish Science High School Students' Learning Strategy, Inquiry-Oriented Self-eﬃcacy, Task Value, Achievement Goals: A Structural Equation Modelling Analysis

2023

PERR

View full text Add to dashboard Cite

Science high school Chemistry learning conceptions Learning strategies Science high school chemistry Achievement goal orientationIn the literature, the characteristics of students with high skills in the subjects of science and mathematics are generally examined independently of the social learning environment. The aim of this study was to investigate the relationship between achievement goal orientation, inquiry oriented selfefficacy, learning strategies and task value and to present that relationship with various models. This study was carried out with 292 students from Science High School (SHS) in Turkey in the 2018-2019 academic year. In this research, two models were tested with relational screening designs as theoretical models for the relationship between the learning strategies used by SHS students and their inquiry-oriented self-efficacy (IOS) and achievement goal orientations (AG). The IOS scale, the AG scale, semistructured interview forms, and the learning strategies scale were used as data collection tools. Collected data was analysed using the Multiple Regression Analysis. The first model is developed according to a task in which scientific inquiry is valuable, considering the goals of the SHS chemistry curriculum, while the second model is designed according to a task in which competition and test scores are valued rather than scientific inquiry. Contrary to expectations, it is surprising that performance goal orientation (PE) is mediated through the learning strategy and IOS that SHS students use, as much as they explain their chemistry learning conceptions with the test score.

show abstract

“…Project-based learning in the chemistry laboratory has been shown to enhance student problem-solving and metacognition. 39,40 In this cross-listed course, chemistry students benefit from an environmental setting that provides a context to chemical principles learned in the classroom and lab. Environmental science students benefit from learning about the analytical techniques used to characterize the physical and chemical properties of a given site.…”

Section: ■ Introductionmentioning

confidence: 99%

“…A Field-Based Environmental Chemistry course at St. Mary’s University was designed to engage chemistry and environmental science students in field- and project-based learning to develop critical thinking skills that will allow them to evaluate links between chemistry and environmental conditions. Project-based learning in the chemistry laboratory has been shown to enhance student problem-solving and metacognition. , In this cross-listed course, chemistry students benefit from an environmental setting that provides a context to chemical principles learned in the classroom and lab. Environmental science students benefit from learning about the analytical techniques used to characterize the physical and chemical properties of a given site.…”

Section: Introductionmentioning

confidence: 99%

Field-Based Environmental Chemistry Course for Interdisciplinary, Project-Based Learning

Oxley

Turner

2022

J. Chem. Educ.

View full text Add to dashboard Cite

collaborated to develop an undergraduate course in Field-Based Environmental Chemistry. The course was developed and implemented as a 2-semester, 1-semester, and online, synchronous course offered during the 2020/21 COVID-19 pandemic. As part of the course, chemistry and environmental science majors designed and executed a sampling and laboratory analysis plan for monitoring the physical and chemical conditions of soil and/or water in a local, urban setting. As part of a goal to help students develop communication skills, they presented their work to stakeholders from the local community. Through participation in an active learning model, students demonstrated significant gains in the student learning outcomes. Students in the 2semester sequence showed gains in their understanding of the scientific process, more comfort with the uncertainty and the ambiguity of natural environments, and appreciation for the importance of statistics in data analysis. The online course and COVID-19 pandemic restrictions did not allow for student field or laboratory work but did engage students in a project typical of a work environment.

show abstract

Why Use Active Learning?

Cited by 13 publications

References 39 publications

Integration of Physics and Mathematics in STEM Education: Use of Modeling

Integration of Physics and Mathematics in STEM Education: Use of Modeling

Uncovering Turkish Science High School Students' Learning Strategy, Inquiry-Oriented Self-eﬃcacy, Task Value, Achievement Goals: A Structural Equation Modelling Analysis

Field-Based Environmental Chemistry Course for Interdisciplinary, Project-Based Learning

Contact Info

Product

Resources

About