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Essay / Research Paper Abstract
A 4 page research paper that explores the topic of active learning and how activities can be implemented to achieve active learning goals. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: D0_khaclrn.rtf
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Unformatted sample text from the term paper:
that the literature on this topic does not appear to differentiate between "active" and "exploratory" activities and, therefore, for the sake of brevity, this topic will be referred to simply
as "active learning" for the purposes of this research). Active learning engages the students interest in the learning process through providing them with learning opportunities that actively restate or apply
key concepts and skills (Torres, 2002). Structuring environments to support active learning Active learning strategies include a variety of methods and activities, such as inquiry and discovery (Klein, 2003).
However, "active learning" is an umbrella term that encompasses a variety of strategies that contrast with the traditional teaching concept of the teachers as the instigators of learning and the
student as a passive receptor of their knowledge (Klein, 2003). Active learning environments offer students the opportunity to "talk and listen, write, read, and reflect on the content, ideas, issues
and concerns of an academic subject" (Klein, 2003, p. 146). Furthermore, an active learning environment is one that supports different models of knowledge acquisition. The hallmark of active
learning is direct participation by students in the learning process (Klein, 2003). Therefore, an active learning environment should be structured in such a manner that age-appropriate research materials are readily
available and hands-on learning activities are integrated into the curriculum in such a way that these activities serve to supplement teacher-directed instruction and aid in student comprehension of material.
Effective and ineffective activities for active learning An effective active learning activity is described by Alper (1994). Jeffrey Esko, a professor of biochemistry at the University of Alabama at Birmingham,
found himself involved with the science curriculum at his childs school. Working with fourth grade teacher, Celina Costa, he developed a yearlong microbiology course in which the children collected microbes
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