Session Information
27 SES 02 B, Individualized Learning
Paper Session
Contribution
An active learning discourse permeates educational research literature and current educational policy from the early years through to higher education across a number of countries. This paper begins by tracing the active learning discourse evident in Curriculum for Excellence 3 to 18 (SEED, 2004), a developing curriculum policy in Scotland, where active learning is explicitly addressed in terms of definition and pedagogical implications within the context of early years settings, and implicit, though much less distinctive, throughout the remaining years. Active learning might be considered to be closely aligned to the discourses of ‘personalisation’, ‘individualisation’, and ‘responsibilisation’ of education (Ball, 2008, p.204) where the individuals are being encouraged to take more responsibility for learning and consequently for any associated failure to do so. The paper then seeks to address the lack of clarity surrounding the definition of active learning in much of the research literature.
The definition of active learning offered as a framework for analysis in this paper is three fold: behavioural, cognitive and social (Watkins et al, 2007). This definition is underpinned by a constructivist epistemology (Mayer, 1998 in Watkins et al, 2007). There are various conceptions of constructivism (Larochelle et al, 1998), however, within education, and specifically relevant to the framework definition used here, two branches are most evident, namely cognitive constructivism and social constructivism (Phillips, 2000). Within these conceptions the focus is on individual construction of knowledge and understanding as well as that constructed through interaction with others (Fosnot, 1996). Learners are active constructors of knowledge and understanding and meaning making is central to learning (Simons, 1997 in Watkins, 2007).
Active learning is not a new or innovative discourse, however, given its resurgence and prominence in current policy, the development of clarity in professional understanding regarding its meaning and pedagogical implications is vital in order to support good educational practice.
Research Aim
This paper seeks to explore this active learning discourse as it is presented and discussed in a selection of literature from a range of educational settings.
Research Questions
- How is active learning defined?
- What are the associated pedagogical implications in learning and teaching?
- What are the issues surrounding the implementation of an active learning approach?
Method
Expected Outcomes
References
Ball, S.J. (2008) The Education Debate, Bristol: The Policy Press. Bonwell, C.C. & Eison, J.A. 1991) Active Learning: Creating Excitement in the Classroom, Washington DC: ERIC Fosnot, C.T (ed) (1996) Constructivism Theory, Perspectives and Practice, New York: Teachers College Press Halsall, R. & Cockett, M. (1998) Providing opportunities for active learning: assessing incidence and impact, The Curriculum Journal, 9:3, 299-317 HMIe (2006) How good is our school? The Journey to Excellence Parts 1 , 2 and 3 http://www.hmie.gov.uk/documents/publication/hgiosjte.pdf (22.01.10) Hohmann, M. & Weikart, D.P. (1999) Educating Young Children: Active Learning Practices for Preschool and Child Care Programs, Michigan: High/Scope Press Kane L., (2004) Educators, learners and active learning methodologies, International Journal of Lifelong Education, 2004, vol. 23, no. 3, pp. 275-286 Keyser, M.W. (2000) Active learning and cooperative learning: understanding the difference and using both styles effectively, Research Strategies, 17, 35-44 Larochelle, M., Bedwarz, N. & Garrison, J. (1998) Constructivism and Education, Cambridge: Cambridge University Press Michael, J. (2006) Where’s the evidence that active learning works?, Advances in Physiology Education, 30, 159-167 Phillips, D.C (ed) (2000) Constructivism in Education: Opinions and Second Opinions on Controversial Issues, Illinois: The National Centre for the Study of Education Prince, M. (2004) Does Active Learning Work? A Review of the Research, Journal of Engineering Education, 93:3, 223-231 Ozga,J. (2000) Policy research in Educational Settings. Milton Keynes: Open University Press Pundak, D. and Rozner, S. (2008) Empowering engineering college staff to adopt active learning methods. Journal of Science Education and Technology, 17(2), 152–162 Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 97-118), New York: Cambridge University Press. Scottish Government (2008) A Curriculum for Excellence Building the Curriculum http://www.ltscotland.org.uk/curriculumforexcellence(22.01.10) Watkins, C., Carnell, E. & Lodge, C. (2007) Effective Learning in Classrooms, London: Sage
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