Strategies for Active Learning to Improve Student Learning and Attitudes Towards Physics
| Autor: | Gareth J. F. Jones, Sergej Faletič, Claudio Fazio, Gorazd Planinsic, Marina Carpineti, Eilish McLoughlin, Marco Giliberti, Onofrio Rosario Battaglia |
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| Přispěvatelé: | Jarosievitz, B., Sükösd, C., Fazio C., Carpineti M., Faletic S., Giliberti M., Jones G., Mcloughlin E., Planinsic G., Battaglia O.R. |
| Rok vydání: | 2021 |
| Předmět: |
Active learning
ISLE framework Pre-service science teacher inquiry Settore FIS/08 - Didattica E Storia Della Fisica Active engagement Context (language use) Cognition System analysis of mental processes Field (computer science) Teacher preparation Physics theatre in learning Mathematics education Lack of efficacy Student learning |
| Zdroj: | Teaching-Learning Contemporary Physics ISBN: 9783030787196 |
| Popis: | Over the last several years, active learning methods and strategies have received considerable attention from the educational community and are commonly presented in the related literature as a credible solution to the reported lack of efficacy of more “traditional” educative approaches. Research has shown that a possible factor is the strongly contextualized nature of active learning that focuses on the interdependence of situation and cognition. In this paper, we report the results of a Symposium with different contributions in the field of research on active learning. We start with a system analysis of the mental processes involved in learning physics which explains how active learning involves cognition followed by a response and feedback. Then, we describe a novel approach to active learning in which students participate in theatrical activities involving physics topics. Following this, we present experience of implementation of active engagement methods used in physics teacher preparation courses. Finally, a study is reported on an inquiry-based learning approach carried out in the context of socio-scientific issues with pre-service physics teachers. |
| Databáze: | OpenAIRE |
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