Active Learning and
Problem Based Learning
Eric Fournier's PBL links
The
Benefits of Out-of-Class Group Study for Improving Student
Performance on Exams: A Comparison of Outcomes in Active-Learning
and Traditional College Biology Classes.
Sokolove, Author: P. & Marbach-Ad, G. Journal on Excellence
in College Teaching, (1999)10(3),
49-67
Active
Learning Techniques versus Traditional Teaching Styles: Two
Experiments from History and Political Science.
Author: McCarthy, J. Patrick; Anderson, Liam Source:
Innovative Higher Education v24 n4 p279-94 Sum 2000
Reading
versus doing: the relative effects of textbook-based and
inquiry-oriented approaches to science learning in special education
classrooms.
Author: Scruggs, Thomas E., 1948-; Mastropieri, Margo A.,;
Bakken, Jeffrey P. Source: The Journal of Special Education
v. 27
Active
learning within a lecture: assessing the impact of short, in-class
writing exercises.
Author: Butler, Adam.; Phillmann, Kayah-bah.; Smart, Lona. Source:
Teaching of Psychology v. 28 no4 (Autumn 2001) p. 257-9
Assessing
student learning of Newton's laws: The Force and Motion Conceptual
Evaluation and the Evaluation of Active Learning Laboratory and
Lecture Curricula
Author: Thornton, Ronald K; Sokoloff, David R Source:
American journal of physics. 66, no. 4, (1998): 338
Practical
considerations for assessing inquiry-based instruction.
Author: Straits, William J.; Wilke, R. Russell. Source:
Journal of College Science Teaching v. 31 no7 (May 2002) p. 432-5 |
| Web-based Teaching /
Distance Teaching and Learning
Hurley, James M., James D. Proctor, and Robert E. Ford. 1999.
Collaborative inquiry at a distance: Using the Internet in geography
education. Journal of Geography 98(3): 128-140. pdf
This article describes how an experimental
geography seminar utilized Internet communication tools in
conjunction with constructivist strategies to actively engage
geographically distant students in the process of collaborative
inquiry and comparative analysis. Review of the evidence suggests
that the application of constructivist- inspired teaching and
learning strategies together with Internet communication tools
served to facilitate geographically distant students in a dynamic
process of collaborative inquiry and comparative analysis.
However, both the application of constructivist- based strategies
and the integration of Internet tools require considerable time,
effort, and resources that may deter some geography educators from
implementing similar Internet-based collaborative learning
environments.
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