Research Proposal on "Active Learning Style"

Research Proposal 17 pages (4694 words) Sources: 10 Style: APA

[EXCERPT] . . . .

Active Learning Style in Hands-On Science Learning and Assessment

The present study and work in writing addresses how these strategies for active learning might be addressed effectively in terms of Virginia's Standards of Learning, social studies at the secondary level. Conversations with teachers during the course of the researcher's observations, internship and student teaching has informed the researcher that upon the student reaching the secondary educational level that the majority of social studies classes are taught in lecture-style format with occasional use of PowerPoint presentations or projects and that this is due to the restraints of the SOLs. Elementary level social studies are taught through storytelling methods and hands-on projects which results in the subject being more interesting to the students.

Research findings indicate that optimal learning involves more than students merely sitting and listening to lectures. (Chickering and Gamson, 1987) in spite of this being widely acknowledged 89% of all U.S. professors relate that passive learning is the model of instruction applied by all physical scientists and mathematicians. (Chickering and Gamson, 1991) Chickering and Gamson (1987) state of learning that it is not "...a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves." According to Diane Starke (2009) in the work entitled: "Professional Development Module on Active Learning" it has been demonstrated by research that "...students learn more if they are actively engaged with the material they are studying." Starke states that active learning is "...in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. This includes everything from listening practices which help the students to absorb what they hear, to short writing exercises in which students react to lecture material, to complex group exercises in which students apply course material to "real life" situations and/or to new problems" and cites Paulson and Faust of California State University in Los Angeles.

The work of Wilbert J. McKeachie (1998) entitled: "Teaching Tips: Strategies, Research and Theory for College and University Teachers" states that typical classroom learning is what is known as 'passive' learning and involves "listening to the instructor, looking at the occasional overhead or slide, and reading the text book." McKeachie relates that research findings have indicated that 'passive' learning "generally leads to a limited retention of knowledge by students." (1998) the following illustration is what McKeachie refers to as the 'cone of learning' and provides an illustration of how it is that individuals learn.

Cone of Learning

Source: McKeachie (1998)

The work of Johnson, Johnson and Smith (1991) entitled: "Active Learning: Creating Excitement in the Classroom" state that cooperative learning is "the instructional use of small groups so that students can work together to maximize their own and each other's learning." Five primary components are required in cooperative learning which include those of:

1) clear positive interdependence between students;

2) face-to-face interaction;

3) individual accountability;

4) emphasis of interpersonal and small-group skill; and 5) processes must be in place for group to review to improve effectiveness. (Johnson, Johnson, and Smith, 1991)

II. TERMS & DEFINITIONS

Active Learning -students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class. (Morgan, et al., 2001)

Cooperative Learning -students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability. (Morgan, et al., 2001)

III. LITERATURE REVIEW

The work of Schweitzer and Brown (nd) entitled "Interactive Visualization for the Active Learning Classroom" states that engaging students in the learning process "has been shown to be an effective means for education" and that active learning "is one technique that incorporates interactive classroom activities to reinforce concepts and involve the students." (Schweitzer and Brown, nd) Schweitzer and Brown also state "Active learning techniques are applicable to all academic disciplines... [and]...involves more than simply well-structured formal presentations in the classroom." Active learning includes the techniques that engage students in the classroom and has been termed as:

1) Active learning;

2) Cooperative learning;

3) Collaborative learning;

4) Problem-based learning;

5) Just in time teaching; and 6) Learning centered focus. (Schweitzer and Brown, nd)

Common characteristics of active learning are the following characteristics:

Interactive

Simple to understand

Short time frame

Creative and motivations

Sometimes collaborative; and Relevant. (Schweitzer and Brown, nd)

Schweitzer and Brown report a study that focused on "visualizations designed specifically for use in the classroom or ICV's (Interactive Classroom Visualizations) which are touted as "an effective means to promote active learning in the classroom." (nd) Findings stated by Schweitzer and Brown include "Our experience with the use of ICV's at the U.S. Air Force Academy is that they are popular with the students and add a "gee whiz" component to the traditional lecture. Students are motivated to interact with them and willingly participate in classroom activities involving the tools. We provide access to the tools outside of class to allow students the opportunity to "play" with them. In course evaluations, students rate the visualizations as a fun and productive part of the course. While we have not conducted formal studies as to the ICV's effect on student learning, the positive student reaction and the evidence in educational literature on the effects of active learning approaches have convinced us that this is a productive approach." (nd)

The work entitled: "Positive Interdependence, Individual Accountability, Promotive Interaction: Three Pillars of Cooperative Learning" published by the Foundation Coalition relates that 'Cooperative Learning' requirements and the five primary factors as stated by Johnson, Johnson and Smith (1991) and the three arenas for action as stated in the work of Kagan may be illustrated as shown in the following adapted figure.

Cooperative Learning - an Active Learning Method

Source: Foundation Coalition (2009)

The Foundation Coalition recognizes positive interdependence as "the belief by each individual that there is value in working with other students and that both individual learning and work products will be better as a result of collaboration." (2009 Stated to be representative and illustrative of various perspectives on interdependence are the following statements:

1) Positive interdependence is linking students together so one cannot succeed unless all group members succeed. Group members have to know that they sink or swim together;

2) When students clearly understand positive interdependence, they understand that each group member's efforts are required and indispensable for group success and each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities (Johnson, Johnson, and Holubec, 1998);

3) Positive goal interdependence ensures that the group is united around a common goal, a concrete reason for being, such as 'learn the assigned material and make sure that all members of your group learn the assigned material. (Johnson, Johnson, and Holubec, 1998);

4) Positive interdependence is successfully structured when group members perceive that they are linked with each other in a way that one cannot succeed unless everyone succeeds. Group goals and tasks, therefore, must be designed and communicated to students in ways that make them believe they sink or swim together; and 5) When positive interdependence is solidly structured, it highlights that (a) each group member's efforts are required and indispensable for group success and (b) each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities. Doing so creates a commitment to the success of group members as well as one's own and is the heart of cooperative learning. If there is no positive interdependence, there is no cooperation" (Foundation Coalition, 2009)

Cited by the Foundation Coalition 2009 to be precise examples of positive interdependence incorporated into course activities include those as stated in the work of Johnson and Johnson entitled: "An Overview of Cooperative Learning" are the following:

1) Product goal interdependence - Use of a product that requires contributions from each member. An example is asking a group of students to reach a consensus answer, turn in one problem-solving assignment at the end of a class, or produce a single graph;

2) Reward interdependence - Designed into a task using some form of shared grades. For example, besides their individual scores on an exam, students may receive a certain number of points if all group members score at or above a certain grade;

3) Resource interdependence - is existent when people all are in possession of possess specific resources needed for the group as a whole to succeed. Teachers may promote resource interdependence by giving specific resources to different individuals in the group;

4) Role interdependence - is existent when specific roles are assigned to team members (for example, recorder or time keeper). These roles need to be performed in order for the team to function; however, assigning the roles highlights their importance and… READ MORE

How to Reference "Active Learning Style" Research Proposal in a Bibliography

Related Research Proposals:

Visual and Verbal Learning Styles Article Review

Visual and Verbal Learning Styles on Learning" by Prasanthi Pallapu examines the impact of different learning styles on academic performance at the university level. Research has revealed various learning styles… read more

Article Review 4 pages (1035 words) Sources: 2 Topic: Education / Teaching / Learning

---

Influence of Culture on Learning Styles Term Paper

Culture on Learning Styles

Multiculturalism as a backdrop for culturally-based learning styles in Australia

The concept of multiculturalism was imported, according to one opponent of the idea, form Canadian politics… read more

Term Paper 16 pages (5049 words) Sources: 1+ Topic: Education / Teaching / Learning

---

Learning in Recent Years Essay

Learning in recent years is understood to be an active, not a passive, process. Thus, many teachers have implemented learning contracts so as to provide a learning process as opposed… read more

Essay 2 pages (629 words) Sources: 1 Topic: Education / Teaching / Learning

---

Learning Environment of Schools at Present Are Heavily Biased Toward Uniformity Over Diversity Thesis

Learning Environment of Schools at Present Are Heavily Biased Toward Uniformity Over Diversity

Over the last 50 years, the overall style of teaching has remained the same. Where, the approach… read more

Thesis 20 pages (6745 words) Sources: 4 Topic: Education / Teaching / Learning

---

Comparison of Learning Between USA and France Term Paper

Adult Learning Styles in the United States and France

Today, the United States and France enjoy a longstanding relationship based on many of the same fundamental principles of democratic thought… read more

Term Paper 25 pages (7981 words) Sources: 50 Style: APA Topic: Education / Teaching / Learning

---

View 100+ more related papers  >>