Lifelong Learning Programme

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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Teachers’ Guide

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ENHANCE STUDENTS’ SCIENTIFIC BASIC SKILLS THROUGH THEIR ACTIVE INVOLVEMENT IN THE LEARNING PROCESS

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Chapter 3: Other methodologies for students’ active involvement
3.2. Active Learning
Active learning is "anything that involves students in doing things and thinking about the things they are doing". Felder & Brent define active learning as "anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking note". An important learning principle, supported by extensive research is that students learn best when they are actively involved in the learning process. This is illustrated using the learning pyramid - the further down the pyramid students go, the more information they learn and retain.
Online Resources
  • Active LearningSome of the major characteristics associated with active learning strategies include:
    1. Students are involved in more than passive listening
    2. Students are engaged in activities (e.g., reading, discussing, writing)
    3. There is less emphasis placed on information transmission and greater emphasis placed on developing student skills
    4. There is greater emphasis placed on the exploration of attitudes and values
    5. Student motivation is increased (especially for adult learners)
    6. Students can receive immediate feedback from their instructor
    7. Students are involved in higher order thinking (analysis, synthesis, evaluation)
    Active learning involves students in doing things and thinking about the things they are doing.
    Bonwell, Charles; Eison, James (1991). Active Learning: Creating Excitement in the Classroom p. 3. ISBN 978-1-878380-06-7
  • Effective TeachingFelder and Brent are recognized experts in the field of college teaching in STEM subjects and they have a plethora of advice based on research and experience.
    Brent, R., Felder, R.M. (2009) "Analysis of Fifteen Years of the National Effective Teaching Institute." ASEE Annual Conference Proceedings, ASEE, June 2009.
  • Learning PyramidThe learning pyramid originates from the National Training Laboratories (NTL) for Applied Behavioral Science, 300 N. Lee Street, Suite 300, Alexander, VA 22314, USA. The percentages represent the average “retention rate” of information following teaching or activities by the method indicated. In fact this diagram was originally developed and used by NTL in the early 1960s at NTL’s Bethel, Maine, campus, but the organisation no longer has or can find the original research that supports the numbers given.

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