EFFECT OF ACTIVE LEARNING ON PERCEPTION OF AND PERFORMANCE IN SCIENCE SUBJECTS

TitleEFFECT OF ACTIVE LEARNING ON PERCEPTION OF AND PERFORMANCE IN SCIENCE SUBJECTS
Publication TypeJournal Article
Year of Publication2017
AuthorsKubiatko, M
JournalJournal of Baltic Science Education
Volume16
Issue4
Start Page444-445
PaginationContinuous
Date PublishedAugust/2017
Type of ArticleEditorial
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
KeywordsActive learning, technology based learning
Abstract

Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods. This term has got many synonyms like learning through play, technology based learning, activity based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning. The term “active learning” was introduced by the English scholar R. W. Revans. The definition was developing through time. In more detail, in active learning, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Active learning engages students in two aspects – doing things and thinking about the things they are doing (Renkl et al., 2002). Active learning should transform students from passive listeners to active participants, helps the student understand the subject through inquiry, gathering and analyzing data to solving higher order cognitive problems. There is intensive use of scientific and quantitative literacy across the curriculum, and technology based learning is also in high demand in concern with active learning.

URLhttp://oaji.net/articles/2017/987-1503904586.pdf
Refereed DesignationRefereed
Full Text