Module 2 Unit 1 Writing Critical Reviews
Active learning across the Three Stages of Education (Primary, Secondary and Tertiary Education).
1. Review of Active and Peer Learning in STEM Education Strategy by A. J. RISSANEN*
Introduction
The effectiveness of the teaching of Science, technology, engineering, and mathematics) STEM subjects have been under review and the author argues that abstract knowledge is not sufficient, and while lecturing large is an economical and more convenient method, practical knowledge is essential for students who want employment in the STEM disciplines. A.J Rissanen is basing her theory on the research done by the National Defence University, Finland (NDU, where they believe It is not realistic for students to study
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Achen, Regan K. Dodd
Introduction
The authors of this article were comparing the results and students' perceptions towards their own learning experiences, i.e. Students being passively taught (teacher led lessons) versus actively taught (child centred lessons) students. The students were at an undergraduate level at a variety of colleges. The authors were motivated by the vast amount of research done at primary and secondary levels of education that promoted active learning and its successes to test a if interactive learning would be as beneficial at a tertiary level.
Methods:
Students and lecturers at five colleges were given the opportunity to study and teach using a more interactive method of teaching. The core elements of active learning are student activity and engagement in the learning process. Active learning is completely the opposite to the traditional lecture where students passively receive information from the teacher (2). Active learning included any activity, encouraging students to participate in learning approaches to engaging them with course material and enhancing critical thinking as they make applications beyond the classroom. Specifically, pupils were required to engage in a variety of in-class and out-of class exploratory writing assignments and pairs and other small group discussions interspersed among short lectures
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Requiring students to regularly assess their own degree of understanding and skill at handling concepts or problems in a particular discipline is a skill that will benefit them for their entire lives, not only while studying. The attainment of knowledge by participating or contributing has been found to be far more embedded in the child’s mind rather than if than if they were only passively listening. The process of keeping students mentally, and often physically, active in their learning through activities that involves them in gathering information, thinking, and problem solving does require more in depth thought and planning for the teacher but the results the four teachers achieved within their classrooms made this worthwhile. Examples of activities used
The value of the STEM system (science, technology, engineering, and math) is steering the education world in a new and positive direction, although some may believe otherwise. In Lloyd Bentsen’s article, “the United States educational system will continue to fail our children,” he talks about how he disagrees with Zakaria, another writer stating his views on the STEM system. Bentsen believes the STEM system will benefit America. In Scott Gerber’s article, “How Liberal Arts Colleges Are Failing America,” he talks about how people can correlate their majors into entrepreneurship. Lastly, in Fareed Zakaria’s article, “Why America’s obsession with STEM education is dangerous,” he shares his belief that our obsession with STEM is just a way to overlook
In Fareed Zakaria’s we can’t all be math nerds & science geeks he effectively persuades the readers that school curricula should push beyond STEM education by establishing credibility, using facts, and connecting with the audience. Zakaria establishes his credibility by quoting several notable innovators and using personal experience. Throughout his article, Zakaria
It is a good idea to discuss with the teacher about the learning outcomes, and the ways to carry out an activity beforehand. The support practitioners can make notes and observations during the activity and then provide feedback
How exciting would the world be if everyone was either a scientist or mathematician? What would the world be like? Of course there will be a bountiful supply of scientific breakthroughs thank we can bank on, but what how will all of the other aspects of the world fare? As of currently, all across the country there has been a jolt of urgency for the incorporation of a more STEM based education in schools. A more “STEM” based education like the type described in We Can’t All Be Math Nerds and Science Geeks by Fareed Zakaria narrows student’s once broad-based learning foundation and directs it into a more specific line of learning, which is the reasoning behind Zakaria’s disapproval of the movement.
“Teaching science is effective when students existing ideas, values and beliefs, which they bring to a lesson, are elicited, addressed and linked to their classroom experiences at the beginning of a teaching programme” (Hipkins et al 2002). It is clear that students do not arrive in class as ‘empty vessels’, and Hipkins et al argue that meaningful learning and understanding occur as a conscious process whereby new knowledge is linked to an existing foundation. If the foundation is incorrect or confused, then true understanding cannot occur; at best facts or figures are memorised in order to pass tests without any assimilation of these facts into the learners existing understanding of the subject matter. Furthermore, children with misconceptions can convince others in a group to take their perspective (Snyder and Sullivan, 1995), rendering co-operative learning a destructive rather than constructive method of teaching.
Understanding and engaging in critical discussion in science needs three domain-specific competencies (PISA). These three competencies require three forms of scientific knowledge: namely content, procedural and epistemic knowledge; whereas epistemic knowledge prevails in equipping the necessary tool to understand science. In this section, I will discuss about epistemic knowledge – what it is (what I considered to be epistemic knowledge in this dissertation), why it is worth to know, how instructions in science classroom informs epistemic knowledge, and whether epistemic knowledge evolve through
In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding" (Kohn, 1997c). The student-directed learning theory implies that the teacher should share the
Students worked in small groups collaborate to answer questions related to catheter insertion, extraction, and maintenance. The method that was used to evaluate the students is manually grading of the post-quiz to measure the students’ cognitive ability to retain the information. No apparatus or equipment used during the data collection. Miller and Metz (2014), investigates and compared the perception of the active learning process between students who were exposed to the active learning process in the classroom and members who relied on the lecture as their primary teaching strategy. The study concludes that 89% of students who engages in the active learning process through gaming in the classroom predicted favorable results in the students’ performances and motivated to learn the
STEM disciplines require an immense amount of work and effort to succeed for most students. From my personal experience, on average, as an undergraduate student pursuing a Mathematics degree, I have taken four, five unit courses in my field per semester. Often I was overwhelmed by how many different concepts I had to learn simultaneously and became concerned that I would accidentally apply wrong formulas or techniques in my varying courses. Along with class stress, there are also additional components that interfere with success in a STEM discipline. Two of these additional stressors are gender and ethnicity; these stressors or challenges appear more
Teaching with only a small amounts of interaction can make the children feel like they are just making their school days longer, which may lead to children being bored and not participate in the program. However, having activities and then not explaining the purpose of the activity does not help children understand STEM concepts. STEMovative wants to have a balance between lessons and activities. We want students to have constant hands-on activities, but also explain, as students create and build, why each step leads to the next. Rather than explain their results at the beginning or end of the activity, STEMovative will walk them through and focus on explain the steps in detail and how that will lead to the end result.
Understanding what they are learning is how students become better
Evolving methodologies for curriculum and instruction are essential to improving how we educate. McMillian positions that essential to this is understanding the value of scientific inquiry. He explains, “the principles of scientific inquiry provide the foundation for conducting studies…analyzing educational problems, making decisions, and designing, conducting, reporting, and evaluating” (McMillian, 2016, p. 7) to provide significant benefits for engaging students and affecting achievement. Among the changing methodologies is the consensus that the use of STEM-education concepts are necessary to prepare students for 21st century skill-building. Subsequently, this has led to an instructional methodology that highlights math-centered curriculum, and the instruction of science and technology as independent of core content.
Through this activity, the teachers assure that the learners are able to participate fully in the curriculum. As the supports given by the teacher the learners allow them to transfer their skills and knowledge to
The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.
I know that the students in my class learned what I need them to learn from my writing lesson. Furthermore, the students learned what was intended and stated in the objectives. I was able to measure the student’s understanding using a rubric, the quality of the student’s writing, and from my small group observations. 2.Were the students productively engaged?