Active Learning in Secondary and College Science Classrooms
A Working Model for Helping the Learner To Learn
The working model for "helping the learner to learn" presented in this book is relevant to any teaching context, but the focus here is on teaching in secondary and college science classrooms.
Specifically, the goals of the text are to:
*help secondary- and college-level science faculty examine and redefine their roles in the classroom;
*define for science teachers a framework for thinking about active learning and the creation of an active learning environment; and
*provide them with the assistance they need to begin building successful active learning environments in their classrooms.
Active Learning in Secondary and College Science Classrooms: A Working Model for Helping the Learner to Learn is motivated by fundamental changes in education in response to perceptions that students are not adequately acquiring the knowledge and skills necessary to meet current educational and economic goals. The premise of this book is that active learning offers a highly effective approach to meeting the mandate for increased student knowledge, skills, and performance. It is a valuable resource for all teacher trainers in science education and high school and college science teachers.
Table of Contents
Contents: Preface. Part I: Building the Foundation for an Approach to Active Learning. What Is Learning and How Does It Occur? Meaningful Learning and Problem Solving in Science. A Model for the Learning Environment. Part II: Roles for the Teacher in Creating an Active Learning Environment. Defining the Output State. Assessing the Input State: The Teacher as Diagnostician. Moving From the Input to the Output State: The Learning Experience. Part III: Creating Active Learning Environments. Preparing Students to Participate in an Active Learning Environment. Creating an Active Learning Environment in the Science Lecture Hall. Promoting Active Learning in the "Conference Room." Helping the Learner to Learn in the Student Laboratory. New Approaches to Science Learning: Cooperative and Collaborative Learning. Part IV: Assessment in an Active Learning Environment. Assessment of Student Performance. How Do I Know It's Working? The Teacher as Reflective Practitioner. Part V: Summing Up. The Challenges of Helping the Learner to Learn. Building a Community of Active Learning Practitioners. The Bottom Line.
"The authors offer a solid introduction to constructivist learning approaches and assessment in science classrooms. Each succinct chapter is well scaffolded, clear in intent, and informative. Here is a useful book for both new and more experienced teachers working in traditional classroom environments."
—British Journal of Educational Technology
"The text is informative, yet simple to read and models the type of teaching the authors support - active, engaging, and constructivist. This practical resource - which includes guidelines for developing assessments and becoming more reflective in teaching practice - will carefully guide anyone who is interested in developing an active learning environment in his or her science (and non-science) classroom."
"An invaluable resource for anyone wishing to try active learning methods....This book brings together a lot of very recent ideas about learning and the constructivist approach in a practical 'how-to' guide for 'helping the learner to learn.' It provides everything one needs to put this approach into action in a science classroom, including assessment, reflective practice, and establishing a community of active learning practitioners....This book is very timely and exactly what many of us who teach science need."
—Louis H. Pignolet
University of Minnesota