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Peer reviewed
Direct linkKindelan, Nancy – New Directions for Teaching and Learning, 2010
The pedagogy of performing arts courses in theatre, film, music, and dance programs found in most liberal arts curricula is clearly experiential insofar as the making of art involves active engagement in classroom activities or events that are staged or filmed. But because many educators outside the arts perceive performing arts programs as solely…
Descriptors: Theater Arts, Experiential Learning, Active Learning, Intentional Learning
Kazura, Kerry; Tuttle, Harlee – Journal of Instructional Psychology, 2010
This study describes undergraduate students' evaluation of skills gained from two different research experiences (observation vs. interview) while enrolled in a child development course (N=83). At the end of the semester students were asked to complete a skills questionnaire. Factor analysis revealed three themes that were used to create the…
Descriptors: Undergraduate Students, Student Attitudes, Skills, Student Research
Adrian, Lynne M. – Journal of General Education, 2010
Six online postings and six one-minute papers were added to an introductory first-year class, forming 5 percent of the final grade, but represented significant intervention in class functioning and amount of active learning. Active learning produced results in student performance beyond the percentage of the final grade it constituted. (Contains 1…
Descriptors: Active Learning, Intervention, Teaching Methods, Instructional Effectiveness
Krauss, David A.; Salame, Issa I.; Goodwyn, Lauren N. – Journal of College Science Teaching, 2010
If a picture is worth a thousand words, think about how long it takes your students to read a thousand words. Case studies are effective and stimulating ways to teach a variety of subjects, including the biological sciences. In learning the details of a particular case, students develop skills in both deductive and inductive reasoning, hypothesis…
Descriptors: Active Learning, Biology, Logical Thinking, Case Studies
Shaver, Michael P. – Journal of Chemical Education, 2010
Two complementary techniques to gauge student understanding and inspire interactive learning in the chemistry classroom are presented. Specifically, this article explores the use of student responses with their thumbs as an alternative to electronic-response systems and complementing these experiences with longer, task-based questions in an…
Descriptors: Inorganic Chemistry, Active Learning, Science Instruction, Teaching Methods
Download full textKilinc, Ahmet – International Journal of Environmental and Science Education, 2010
According to environmental education scholars, most people do not use their environmental awareness to behave proenvironmentally. Scholars therefore believe that there is a gap between humans' cognitive and behavioural patterns. On one hand, a plethora of factors, such as religion, culture, self-efficacy, emotions, and so on, may be responsible…
Descriptors: Foreign Countries, Active Learning, Student Projects, Environmental Education
Weldy, Teresa G.; Turnipseed, David L. – Journal of Education for Business, 2010
Institutions of higher education are scrambling to make program changes to improve the quality of learning and assessment of learning in the face of pressure from multiple constituencies. Business educators are incorporating various active learning techniques to enhance learning and application of skills and knowledge to real-world situations.…
Descriptors: Colleges, Learning Strategies, Active Learning, Teaching Methods
Mitchell, Erik; Hiatt, Derrik – Journal of Academic Librarianship, 2010
This article presents a case study of the authors' experience using the POGIL method in an information literacy (IL) course. We describe our approach to using POGIL and discuss both the instructor and student observations about the experience. The article concludes with recommendations for future uses of POGIL in IL.
Descriptors: Information Literacy, College Instruction, Teaching Methods, Inquiry
Bedgood, Danny R., Jr.; Bridgeman, Adam J.; Buntine, Mark; Mocerino, Mauro; Southam, Daniel; Lim, Kieran F.; Gardiner, Michael; Yates, Brian; Morris, Gayle; Pyke, Simon M.; Zadnik, Marjan – Journal of Learning Design, 2010
This paper describes an Australian Learning and Teaching Council funded project for which Learning Design is encompassed in the broadest sense. ALIUS (Active Learning In University Science) takes the design of learning back to the learning experiences created for students. ALIUS is not about designing a particular activity, or subject, or course,…
Descriptors: Active Learning, Teaching Skills, Science Teachers, College Faculty
Thanopoulos, John – Journal of Teaching in International Business, 2010
This article aims to assist professors in introducing concepts of self, philosophy, religions, the universe, existential dilemmas, etc., in their basic international business classes. Using active learning and five-member student teams, a student organized and administered conference adds a very useful dimension of knowledge sacrificing only one…
Descriptors: Business Administration Education, Philosophy, Introductory Courses, International Trade
Brown, Patrick J. P. – Advances in Physiology Education, 2010
Process-oriented guided-inquiry learning (POGIL), a pedagogical technique initially developed for college chemistry courses, has been implemented for 2 yr in a freshman-level anatomy and physiology course at a small private college. The course is populated with students with backgrounds ranging from no previous college-level science to junior and…
Descriptors: Majors (Students), Physiology, Anatomy, Institutional Characteristics
Banerjee, Anil – Science Educator, 2010
The author describes a professional development model for high school science teachers based on the framework of inquiry and science standards. The "Learn-Teach-Assess Inquiry" model focuses on guided inquiry labs as the central theme and builds on these labs to reinforce science concepts and abilities to understand and engage in inquiry…
Descriptors: Science Instruction, Inquiry, Active Learning, Secondary School Science
De Jong, Ton; Van Joolingen, Wouter R.; Giemza, Adam; Girault, Isabelle; Hoppe, Ulrich; Kindermann, Jorg; Kluge, Anders; Lazonder, Ard W.; Vold, Vibeke; Weinberger, Armin; Weinbrenner, Stefan; Wichmann, Astrid; Anjewierden, Anjo; Bodin, Marjolaine; Bollen, Lars; D'Ham, Cedric; Dolonen, Jan; Engler, Jan; Geraedts, Caspar; Grosskreutz, Henrik; Hovardas, Tasos; Julien, Rachel; Lechner, Judith; Ludvigsen, Sten; Matteman, Yuri; Meistadt, Oyvind; Naess, Bjorge; Ney, Muriel; Pedaste, Margus; Perritano, Anthony; Rinket, Marieke; Von Schlanbusch, Henrik; Sarapuu, Tago; Schulz, Florian; Sikken, Jakob; Slotta, Jim; Toussaint, Jeremy; Verkade, Alex; Wajeman, Claire; Wasson, Barbara; Zacharia, Zacharias C.; Van Der Zanden, Martine – British Journal of Educational Technology, 2010
Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called "emerging learning objects" (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on "missions" that are guided…
Descriptors: Learning Activities, Learning Strategies, Interdisciplinary Approach, Science Education
Metcalf, Lynn E. – Journal of Marketing Education, 2010
This article outlines the development of a project-based capstone marketing course, specifically designed to provide marketing students with an international community service learning experience. It differs significantly from previous studies, which focus on integrating service learning into existing marketing courses and on helping local…
Descriptors: Service Learning, Marketing, Business Administration Education, Curriculum
Gray, Jennifer – Communication Teacher, 2010
Courses: Beginning research methods and statistics courses, as well as advanced communication courses that require reading research articles and completing research projects involving statistics. Objective: Students will understand the difference between significant and nonsignificant statistical results based on p-value.
Descriptors: Research Methodology, Statistics, Undergraduate Students, Undergraduate Study
