Active learning - Knowledge

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Bloom's Cognitive Taxonomy, a higher-order question will allow students to go beyond their basic knowledge, opening the door for their thinking to dive into new topics, and make connections related to real life. When students make these connections and analyze the topic that needs to be learned, the topic will become unforgettable. In contrast, lower-order questions are straightforward questions based on memorized facts or predictable conclusions. These types of questions may engage all students to participate but will not allow students to expand their thinking. They will likely forget the concept later because it lacks connections to real life, and their thinking didn't go through deep analysis. The second tool is called "The Ripple." This technique will ensure that every student will participate and come up with an answer regarding a higher-order question because it gives a student the time needed to think independently and generate ideas. The drawback of the traditional teaching method is that it only allows some students to respond to the prompt, while others may need extra time to develop ideas. "The Ripple" will motivate students through different stages. First, the students think independently, then they expand their ideas with peers, and finally, this discussion will expand to the whole class.

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that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.

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background in the subject matter to converse in a meaningful way. Therefore, a "think-pair-share" exercise is useful in situations where learners can identify and relate what they already know to others. It can also help teachers or instructors to observe students and see if they understand the material being discussed. This is not a good strategy to use in large classes because of time and logistical constraints (Bonwell and Eison, 1991). Think-pair-share is helpful for the instructor as it enables organizing content and tracking students on where they are relative to the topic being discussed in class, saves time so that he/she can move to other topics, helps to make the class more interactive, provides opportunities for students to interact with each other (Radhakrishna, Ewing, and Chikthimmah, 2012).

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the subject matter and use logic to evaluate their and others' positions. As learners are expected to discuss material constructively and intelligently, a discussion is a good follow-up activity given the unit has been sufficiently covered already. Some of the benefits of using discussion as a method of learning are that it helps students explore a diversity of perspectives, it increases intellectual agility, it shows respect for students' voices and experiences, it develops habits of collaborative learning, it helps students develop skills of synthesis and integration (Brookfield 2005). In addition, by having the teacher actively engage with the students, it allows for them to come to class better prepared and aware of what is taking place in the classroom.

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questions on commonly read materials. To prepare for the assignment, the students read the assignment and write down questions that they have about the reading. At the next class meeting, the teacher randomly puts students in pairs. The process begins by designating one student from each group to begin by asking one of their questions to the other. Once the two students discuss the question, the other student ask a question and they alternate accordingly. During this time, the teacher goes from group to group giving feedback and answering questions. This system is also called a

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the active learning process. The use of technology also stimulates the "real-world" idea of active learning as it mimics the use of technology outside of the classroom. Incorporating technology combined with active learning have been researched and found a relationship between the use and increased positive behavior, an increase in effective learning, "motivation" as well as a connecting between students and the outside world. The theoretical foundations of this learning process are:

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numbers perspective, by dividing the students up more students get opportunities to speak out. There are so many different ways a teacher can implement small group discussion in to the class, such as making a game out of it, a competition, or an assignment. Statistics show that small group discussions is more beneficial to students than large group discussions when it comes to participation, expressing thoughts, understanding issues, applying issues, and overall status of knowledge.

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In this setting, the instructor focused on active-learning was a first-time instructor, and the individual who was teaching the traditional style of learning was a long-time instructor. The researchers acknowledged the limitations of this study in that individuals may have done better because of depth in specific sections of the class, so the researchers removed questions that could be favoring one section more than the other out of this analysis.

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deviations. Because the findings were so robust with regard to study methodology, extent of controls, and subject matter, the National Academy of Sciences publication suggests that it might be unethical to continue to use traditional lecture approach as a control group in such studies. The largest positive effects were seen in class sizes under 50 students and among students under-represented in STEM fields.

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expectations and in a positive class environment. As a result, all students will picture their goals as achievable, leading them to trust their abilities and be encouraged to participate actively in their learning process. When lower-level students start to face some challenges, the teacher's role becomes crucial to provide new resources and techniques to increase students' performance.

563:: Flow is a concept to enhance the focus level of the student as each and every individual becomes aware and completely involved in the learning atmosphere. In accordance with one's own capability and potential, through self-awareness, students perform the task at hand. The first methodology to measure flow was Csikszentmihalyi's Experience Sampling. 63:, not teacher-centered, and requires more than just listening; the active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities. 326:, or produce short written exercises, etc. The argument is "when should active learning exercises be used during instruction?". Numerous studies have shown that introducing active learning activities (such as simulations, games, contrasting cases, labs,..) before, rather than after lectures or readings, results in 673:

In a different study conducted by Wallace et al. (2021), they came to the conclusion that in a comparison between students being taught by an active-learning instructor vs. a traditional learning instructor, students who engaged in active-learning outperformed their counterparts in exam environments.

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The use of multimedia and technology tools helps enhance the atmosphere of the classroom, thus enhancing the active learning experience. In this way, each student actively engages in the learning process. Teachers can use movies, videos, games, and other fun activities to enhance the effectiveness of

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3- "Think-pair-share" is a method that has been used to walk students through three ways of learning. First, every student will come up with an answer regarding a question presented by the instructor. Then, Each student will share the answer with another peer for analysis and deeper thinking. Lastly,

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activity is when learners take a minute to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class as part of a formal discussion. It is during this formal discussion that the instructor should clarify misconceptions. However students need a

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One way to organize the empirical literature on learning and memory specifies 16 distinct principles, which fall under two umbrella "maxims". The first maxim, "Think it Through", includes principles related to paying close attention and thinking deeply about new information. The second, "Make and Use

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Cognitive congruence: This happens when a teacher can simplify hard concepts and use simple terms, so students can easily understand the topic. The teacher guides the students in the learning process by asking questions and allowing students to share their thoughts without interruption. As a result,

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versus reading cover to cover. The problem-/project-based learner may memorize a smaller amount of total information due to actively spending time searching for the optimal information across various sources, but will likely learn more useful items for real-world scenarios, and will likely be better

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Breaking down the skills that need to be taught, one step at a time, is more beneficial than teaching a large amount of knowledge all at the same time. This concept was developed based on the Zone of Proximal Development theory by Lev Vygotsky (1978). In practice, students start a lesson with higher

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may be held in person or in an online environment. Discussions can be conducted with any class size, although it is typically more effective in smaller group settings. This environment allows for instructor guidance of the learning experience. Discussion requires the learners to think critically on

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Active learning can be used effectively for teaching comprehension and memory. The reason it is efficient is that it draws on underlying characteristics of how the brain operates during learning. These characteristics have been documented by thousands of empirical studies (e.g., Smith & Kosslyn,

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When a teacher is socially congruent which means that he/she has a harmonious interaction with the student, the positive relationship allows students to express their opinions and participate without fear of making mistakes. Also, students will ask questions when the topic is not clear; as a result,

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A 2019 study by Deslauriers et al. claimed that students have a biased perception of active learning and they feel they learn better with traditional teaching methods than active learning activities. It can be corrected by early preparation and continuous persuasion that the students are benefiting

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Similarly, Hoellwarth & Moelter (2011) showed that when instructors switched their physics classes from traditional instruction to active learning, student learning improved 38 percent points, from around 12% to over 50%, as measured by the Force Concept Inventory, which has become the standard

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Subject-matter expertise: When a teacher is an expert and has a broad knowledge of the subject being taught, students are expected to work harder and put more effort into their work. In contrast, If a teacher is less knowledgeable, students might lose interest in learning. Moreover, expert teachers

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states that "students participate when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted

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is also an example of active learning because it allows students to express themselves in the classroom. It is more likely for students to participate in small group discussions than in a normal classroom lecture because they are in a more comfortable setting amongst their peers, and from a sheer

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courses. One study described in the report found that students in traditional lecture courses were twice as likely to leave engineering and three times as likely to drop out of college entirely compared with students taught using active learning techniques. In another cited study, students in a

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Total participation offers two major techniques for teachers to apply in their classrooms. These techniques motivate students and allow them to understand the learning materials deeply. The first helpful tool is asking students higher-order questions instead of lower-order questions. According to

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A meta-analysis of 225 studies comparing traditional lecture to active learning in university math, science, and engineering courses found that active learning reduces failure rates from 32% to 21%, and increases student performance on course assessments and concept inventories by 0.47 standard

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Active learning approaches have also been shown to reduce the contact between students and faculty by two thirds, while maintaining learning outcomes that were at least as good, and in one case, significantly better, compared to those achieved in traditional classrooms. Additionally, students'

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is a successful way to learn different material for different classes. It is where you assign students in groups of 3-6 people and they are given an assignment or task to work on together. To create participation and draw on the wisdom of all the learners the classroom arrangement needs to be

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Active learning has been implemented in large lectures and it has been shown that both domestic and International students perceive a wide array of benefits. In a recent study, broad improvements were shown in student engagement and understanding of unit material among international students.

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is an effective way for a pair of students to study and learn together. The learning cell was developed by Marcel Goldschmid of the Swiss Federal Institute of Technology in Lausanne (Goldschmid, 1971). A learning cell is a process of learning where two students alternate asking and answering

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which are, cognitive, meta-cognitive, evolving and effective in nature. Studies have shown that immediate results in construction of knowledge is not possible through active learning as the child first goes through the process of knowledge construction, knowledge recording and then knowledge

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Many research studies have proven that active learning as a strategy has promoted achievement levels and some others say that content mastery is possible through active learning strategies. However, some students as well as teachers find it difficult to adapt to the new learning technique.

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that is often used is the "one-minute paper". This is a good way to review materials and provide feedback. However a "one-minute paper" does not take one minute and for students to concisely summarize it is suggested that they have at least 10 minutes to work on this exercise. (See also:

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is also an example of active learning because students actively research a topic and prepare the information so that they can teach it to the class. This helps students learn their own topic even better and sometimes students learn and communicate better with their peers than their

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George D. Kuh identified High-Impact practices (HIPs) as " a Specific set of practices that tended to lead to meaningful experiences for students." Kuh and his coworkers identified several elements that were important and could be applied in a wide range of learning opportunities.

569:: Acquiring knowledge through one's own technique is called learning style. Learning occurs in accordance with potential as every child is different and has particular potential in various areas. It caters to all kinds of learners: visual, kinesthetic, cognitive and affective. 54:

and specific strategies, such as: learning through play, technology-based learning, activity-based learning, group work, project method, etc. The common factors in these are some significant qualities and characteristics of active learning. Active learning is the opposite of

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absorption. This process of knowledge construction is dependent on previous knowledge of the learner where the learner is self-aware of the process of cognition and can control and regulate it by themselves. There are several aspects of learning and some of them are:

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Active learning typically draws on combinations of these principles. For example, a well-run debate will draw on virtually all, with the exceptions of dual coding, interleaving, and spaced practice. In contrast, passively listening to a lecture rarely draws on any.

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Michael (2006), in reviewing the applicability of active learning to physiology education, found a "growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted".

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High-quality learning could be achievable when students have a positive relationship with their classmates and teachers. Students are more likely to get motivated and reach their goals when connecting with teachers and classmates who are supportive and

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Conceptual change: misconceptions takes place as students discover knowledge without any guidance; teachers provide knowledge keeping in mind the common misconceptions about the content and keep an evaluatory check on the knowledge constructed by the

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2011) and have been organized into a set of principles. Each of these principles can be drawn on by various active learning exercises. They also offer a framework for designing activities that will promote learning; when used systematically,

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2-What is called the "one minute paper" could be a useful strategy for students to respond. When the teacher asks a question related to a topic that has been taught, students will write their answers individually within 60 seconds.

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Despite the challenges, obvious benefits can be seen; in a large class, many ideas could be generated with multiple opinions. The diverse population could expand and create strong connections and relationships between classmates.

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President's Council of Advisors on Science and Technology. (2012). Engage to excel: Producing on million additional college graduates with degrees in science, technology, engineering, and mathematics. Retrieved from

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Richard Hake (1998) reviewed data from over 6000 physics students in 62 introductory physics courses and found that students in classes that utilized active learning and interactive engagement techniques improved 25

575:: Ones with high internal locus of control believe that every situation or event is attributable to their resources and behavior. Ones with high external locus of control believe that nothing is under their control. 2230:

Bens, I. (2005). Understanding participation. In Facilitating with ease! Core skills for facilitators, team leaders and members, managers, consultants, and trainers (2nd ed., pp. 69–77). San Francisco: Jossey

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Presenting foundational material first: providing basic information as a structural "spine" onto which new information can be attached (Bransford, Brown, & Cocking, 2000; Wandersee, Mintzes, & Novak,

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Situational interest is defined as "focused attention and an affective reaction that is triggered in the moment by environmental stimuli, which may or may not last over time" according to Hidi and Renninger.

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is also considered an energetic way to learn because it not only helps the students to review the course material before a big exam but it helps them to enjoy learning about a topic. Different games such as

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Hanson, S., & Moser, S. (2003). Reflections on a discipline-wide project: Developing active learning modules on the human dimensions of global change. Journal of Geography in Higher Education, 27(1),

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is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement."

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is where students in groups move around the classroom or workshop actively engaging in discussions and contributing to other groups and finally constructing knowledge on a topic and sharing it.

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Hamann, Kerstin; Pollock, Philip H.; Wilson, Bruce M. (April 2012). "Assessing Student Perceptions of the Benefits of Discussions in Small-Group, Large-Class, and Online Learning Contexts".

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1- Using software for students' participation without revealing their identities could be a solution to students' discomfort with representing their thoughts in front of a large population.

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Relying on principles, not rote: explicitly characterizing the dimensions, factors or mechanisms that underlie a phenomenon (Kozma & Russell, 1997; Bransford, Brown, & Cocking, 2000)

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students' situational interest is inspired by three teacher traits as represented in the study. The three traits are social congruence, subject-matter expertise, and cognitive congruence:

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students will trust their ability to learn on their own and will develop an organized way of thinking about a topic. Therefore, they will be more engaged in an active learning classroom.

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In "Does Active Learning Work? A Review of the Research", Prince (2004) found that "there is broad but uneven support for the core elements of active, collaborative, cooperative and

4113: 581:: Intrinsic motivation is a factor that deals with self-perception concerning the task at hand. Interest, attitude, and results depend on the self-perception of the given activity. 5368: 5313: 134:

A study by Jerome I. Rotgans and Henk G. Schmidt showed a correlation between three teachers' characteristics and students' situational interest in an active learning classroom.

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Building on prior associations: connecting new information to previously stored information (Bransford, Brown, & Cocking, 2000; Glenberg & Robertson, 1999; Mayer, 2001)

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Hake, Richard R. (1 January 1998). "Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses".

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There are intensive uses of scientific and quantitative literacy across the curriculum, and technology-based learning is also in high demand in concern with active learning.

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Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: David McKay Company.

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is an active way for students to learn because they allow students the chance to take a position and gather information to support their view and explain it to others.

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Gleason, Brenda L.; Peeters, Michael J.; Resman-Targoff, Beth H.; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan; Denetclaw, Tina H. (10 November 2011).

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Having diverse backgrounds in a class allows students to be exposed to different opinions and generate new ideas when connecting with peers from different identities.

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or "PBL" is an active learning strategy that provides students with the problem first and has been found as an effective strategy with topics as advanced as medicine.

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Engaging in deliberate practice: promoting practice focused on learning from errors (Brown, Roediger, & McDaniel, 2014; Ericsson, Krampe, & Tesch-Romer, 1993)

5120: 1784:"Effects of integrating an active learning-promoting mechanism into location-based real-world learning environments on students' learning performances and behaviors" 330:, understanding, and transfer. The degree of instructor guidance students need while being "active" may vary according to the task and its place in a teaching unit. 5105: 4143: 773:

Renkl, Alexander; Atkinson, Robert K.; Maier, Uwe H.; Staley, Richard (1 January 2002). "From Example Study to Problem Solving: Smooth Transitions Help Learning".

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Baepler, Paul; Walker, J.D.; Driessen, Michelle (September 2014). "It's not about seat time: Blending, flipping, and efficiency in active learning classrooms".

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Transformational Active Learning Experience (TALE) could be challenging in large classes where students may exceed 200, typically found in universities.

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Collaborative versus cooperative learning: a comparison of the two concepts which will help us understand the underlying nature of interactive learning

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described how improved teaching methods, including engaging students in active learning, will increase student retention and improve performance in

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Reaching effective learning will be a common result of "spaced learning". This idea was first introduced by Hermann Ebbinghaus (1913) in his book:

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Brookfield, S. D. (2005). Discussion as the way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco: Jossey-Bass.

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McKeachie, W.J., Svinicki, M. (2006). Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA. Wadsworth.

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perceptions of their learning were improved and active learning classrooms were demonstrated to lead to a more efficient use of physical space.

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promotes active learning by using pre-class questions to create common ground among students and teachers before the class period begins. These

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are more helpful to their students in an effective way. This trait will positively impact student's success during the active learning process.

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Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat (10 June 2014).

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Cultivating a dynamic environment through interdisciplinary learning and generating high-profile activities for a better learning experience.

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physics class that used active learning methods learned twice as much as those taught in a traditional class, as measured by test results.

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are generally open ended questions designed to encourage students to prepare for class and to elicit student's thoughts on learning goals.

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Establishing different contexts: associating material with a variety of settings (Hakel & Halpern, 2005; Van Merrienboer et al., 2006)

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Creating associative chaining: sequencing chunks of information into stories (Bower & Clark, 1969; Graeser, Olde, & Klettke, 2002)

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He identified spaced learning as the process of learning new information over a long period in multiple ways using different activities.

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Westermann, Katharina; Rummel, Nikol (1 July 2012). "Delaying instruction: evidence from a study in a university relearning setting".

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Using spaced practice: spreading learning out over time (Brown, Roediger, & McDaniel, 2014; Cepeda et al., 2006, 2008; Cull, 2000)

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Eliciting the generation effect: requiring recall of relevant information (Butler & Roediger, 2007; Roediger & Karpicke, 2006)

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Task-based performance enhancement by giving the students a realistic practical sense of the subject matter learnt in the classroom.

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Promoting chunking: collecting information into organized units (Brown, Roediger, & McDaniel, 2014; Mayer & Moreno, 2003)

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Using desirable difficulty: ensuring that the activity is neither too easy nor too hard (Bjork, 1988, 1999; VanLehn et al., 2007)

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Inducing dual coding: presenting information both verbally and visually (Kosslyn, 1994; Mayer, 2001; Moreno & Valdez, 2005)

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Evoking deep processing: extending thinking beyond "face value" of information (Craig et al., 2006; Craik & Lockhart, 1972)

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Dorestani, Alireza (January 2005). "Is Interactive/Active Learning Superior to Traditional Lecturing in Economics Courses?".

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Image by Mikael Häggström, MD, using source images by various authors. Source for useful context in problem-based learning:

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Avoiding interference: incorporating distinctive retrieval cues to avoid confusion (Adams, 1967; Anderson & Neely, 1996)

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Evoking emotion: generating feelings to enhance recall (Erk et al., 2003; Levine & Pizarro, 2004; McGaugh, 2003, 2004)

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Brant, George; Hooper, Elizabeth; Sugrue, Brenda (1 November 1991). "Which Comes First the Simulation or the Lecture?".

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Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom

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Exploiting appropriate examples: offering examples of the same idea in multiple contexts (Hakel & Halpern, 2005)

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Complex: students compare learning tasks with complexities existing in real life and making reflective analysis.

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inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection (Cranton 2012).

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This article is about an educational technique. For active learning in the context of machine learning, see

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McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.

185:, who emphasizes the previous knowledge the learner possesses and considers it a key factor in learning. 116:

Creating atmosphere suitable for collaborative learning for building knowledgeable learning communities.

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Deslauriers, Louis; McCarty, Logan S.; Miller, Kelly; Callaghan, Kristina; Kestin, Greg (2019-09-04).

305: 192:, where students learn through discovery of ideas with the help of situations provided by the teacher. 5583: 5573: 5558: 4416: 4381: 4336: 4152: 4027: 4017: 3822: 3492: 3402: 3387: 3136: 2679: 911:"PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom" 813:"PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom" 2303: 1830: 1218: 1098: 5389: 5227: 5130: 5040: 4990: 4950: 4801: 4306: 4301: 4196: 4188: 4032: 3922: 3852: 3352: 2941: 2887: 2647: 2617: 2290:

Cranton, P. (2012). Planning instruction for adult learners (3rd ed.). Toronto: Wall & Emerson.

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Numerous studies have shown evidence to support active learning, given adequate prior instruction.

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In an active learning environment learners are immersed in experiences within which they engage in

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Integration of prior with new knowledge to incur a rich structure of knowledge among the students.

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Promoting research based learning through investigation and contains authentic scholarly content.

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at Wikibooks—A developing open-source Wikibook related to learning as discussed in this article.

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Situation-driven: the need of the situation is considered in order to establish learning tasks.

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Teaching in the built environment : creating transformational active learning experiences

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Active Learning: Creating Excitement in the Classroom AEHE-ERIC Higher Education Report No. 1

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production-related subjects can be learned interactively in a realistic learning environment.

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through the implementation of correct strategy. Characteristics of learning environment are:

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Bonwell and Eison (1991) suggested learners work collaboratively, discuss materials while

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Associations", focuses on techniques for organizing, storing, and retrieving information.

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Wallace, Colin S.; Prather, Edward E.; Milsom, John A.; Johns, Ken; Manne, Srin (2021).

2129: 1912: 1865: 1259: 1244:"Active learning increases student performance in science, engineering, and mathematics" 5563: 5527: 5412: 5252: 5242: 5232: 5222: 5080: 5005: 4791: 4716: 4686: 4517: 4436: 4396: 4371: 4351: 4286: 4261: 4251: 4236: 4037: 3987: 3942: 3927: 3907: 3897: 3872: 3812: 3507: 3450: 3295: 3146: 3096: 3046: 2991: 2936: 2848: 2806: 2737: 2609: 2599: 2548: 2388: 2384: 2320: 2236: 2210: 2192: 2156: 2113: 2022: 1979: 1975: 1877: 1811: 1712: 1603: 1568: 1551:

Kapur, Manu; Bielaczyc, Katerine (1 January 2012). "Designing for Productive Failure".

1533: 1494: 1459: 1373: 1278: 1243: 1199: 1191: 1037: 935: 886: 862:"An Active-Learning Strategies Primer for Achieving Ability-Based Educational Outcomes" 861: 837: 790: 83:

Negotiated: negotiation of goals and methods of learning between students and teachers.

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Michael, Joel (1 December 2006). "Where's the evidence that active learning works?".

1815: 1803: 1783: 1762: 1720: 1716: 1607: 1442:

Kapur, Manu (1 November 2010). "Productive failure in mathematical problem solving".

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Prince, Michael (July 2004). "Does Active Learning Work? A Review of the Research".

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Radhakrishna, Rama; Ewing, John; Chikthimmah, Naveen (2012). "Teaching Tips/Notes".

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Encouraging leadership skills of the students through self-development activities.

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Aligned with constructivist strategies and evolved from traditional philosophies.

1657: 1369: 614:, compared to a gain of 23% for students in traditional, lecture-based courses. 95:

Engaged: real life tasks are reflected in the activities conducted for learning.

5516: 3557: 3270: 2787: 2747: 2732: 2533: 2477: 2462: 1962:

Prince, Michael (2004). "Does Active Learning Work? A Review of the Research".

1782:

Hwang, Gwo-Jen; Chang, Shao-Chen; Chen, Pei-Ying; Chen, Xiang-Ya (April 2018).

1513: 1306:

Building the Intentional University: Minerva and the Future of Higher Education

1248:

Proceedings of the National Academy of Sciences of the United States of America

1143: 708: 607: 334: 86:

Critical: students appreciate different ways and means of learning the content.

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Total participation techniques : making every student an active learner

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Kyriacou, Chris (1992). "Active Learning in Secondary School Mathematics".

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at knowing where to find information when needed, including technology use.

454: 311: 200: 3455: 1758: 1658:"Increase Student Interaction with "Think-Pair-Shares" and "Circle Chats"" 4545: 3312: 2502: 2492: 1632:"10 benefits of getting students to participate in classroom discussions" 1174:

Anthony, Glenda (1996). "Active Learning in a Constructivist Framework".

654: 1304:

Kosslyn, Stephen (2017-10-06). Kosslyn, Stephen M.; Nelson, Ben (eds.).

393:

flexible seating to allow for the creation of small groups. (Bens, 2005)

382: 3285: 2627: 1195: 1187: 1041: 877: 651:

United States President's Council of Advisors on Science and Technology

319: 1920: 3523: 3086: 2829: 1342: 437: 1873: 2961: 2197: 2054:"Do International Students Appreciate Active Learning in Lectures?" 2052:

Marrone, Mauricio; Taylor, Murray; Hammerle, Mara (15 March 2018).

1897:"The implications of a robust curriculum in introductory mechanics" 1724: 1107: 441:

and crossword puzzles always seem to get the students' minds going.

158: 80:

Reflective: students' reflection on the meaning of what is learned.

3156: 2757: 2752: 2111: 859: 315: 129: 77:

Purposive: the relevance of the task to the students' concerns.

1934: 728: 496:

The students will become less active in the learning process.

493:

The professor's feedback and instructions might be minimized.

487:

Student's grades and academic performance might be decreased.

26: 2798: 2310: 1391:

Schwartz, Daniel L.; Bransford, John D. (1 December 1998).

999:. Leeds University TVEI Support Project, 1989. p. 19. 1937:"Understanding Medical Education - Problem-based learning" 2258: 2178: 1895:

Hoellwarth, Chance; Moelter, Matthew J. (15 April 2011).

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The student's ability to think critically might be lower.

2345:"Clickers in the Classroom: An Active Learning Approach" 1514:"Productive failure in learning the concept of variance" 951: 772: 512:

the entire class will discuss their responses together.

475: 1829:

Karahoca, Adem; Karahoca, Dilek; Yengin, İlker (2010).

745: 250:

Using interleaving: intermixing different problem types

73:

Barnes (1989) suggested principles of active learning:

1828: 260: 2084: 2051: 1057:"Rich environments for active learning: a definition" 181:

Learning through meaningful reception, influenced by

2447: 515: 50:

There are a wide range of alternatives for the term

1694: 172:Active learning coordinates with the principles of 1781: 988: 531:Memory: A Contribution to Experimental Psychology. 199:Constructivism, influenced by researchers such as 1894: 1477:Kapur, Manu (8 July 2008). "Productive Failure". 1428:Classroom-based experiments in productive failure 1390: 1355: 340:Examples of "active learning" activities include 5550: 1585: 1087: 618:measure of student learning in physics courses. 159:Ensuring that all students are actively learning 2708:List of standardized tests in the United States 2653:Principles and Standards for School Mathematics 2118:Proceedings of the National Academy of Sciences 1788:Educational Technology Research and Development 1219:"Constructivism as a Theory of Active Learning" 1054: 649:In a 2012 report titled "Engage to Excel", the 5382: 4932: 2300:Center for Teaching, Learning & Technology 1550: 1424: 483:Examples of some challenges in large classes: 2814: 2433: 229:The principles can be summarized as follows. 220: 207: 146:they become more interested in the classroom. 5487:South Georgia and the South Sandwich Islands 2234: 1935:Mark A Albanese, Laura C Dast (2013-10-22). 957: 866:American Journal of Pharmaceutical Education 751: 299: 232: 130:Teacher's characteristics in active learning 45: 38: 2058:Australasian Journal of Information Systems 1681: 1679: 1677: 1675: 915:Journal of Clinical and Diagnostic Research 817:Journal of Clinical and Diagnostic Research 167: 2821: 2807: 2440: 2426: 1237: 1235: 594:Shimer College Home Economics cooking 1942 188:Learning through discovery, influenced by 2196: 2155: 2137: 2069: 1655: 1425:Kapur, Manu; Bielaczyc, Katerine (2011). 1358:Journal of Educational Computing Research 1328: 1277: 1267: 1097: 1072: 1055:Grabinger, Scott; Dunlap, Joanna (1995). 934: 885: 836: 5184: 2293: 1672: 1019: 620: 589: 25: 4559: 3787: 3776: 1996: 1835:Cypriot Journal of Educational Sciences 1303: 1232: 1173: 1156: 1125: 5551: 2713:Standardized testing and public policy 2370: 2342: 1961: 1746: 1742: 1740: 1738: 1736: 1734: 1630:Weimer, Maryellen (15 February 2011). 1629: 1121: 1119: 1117: 994: 407:is also an example of active learning. 306:Cooperative learning § Techniques 5381: 5183: 4931: 4558: 4179: 4178: 3786: 3775: 3477: 2840: 2802: 2421: 2336: 1511: 1476: 1441: 1299: 1297: 974:(2 ed.). John Wiley & Sons. 908: 810: 775:The Journal of Experimental Education 476:Effective strategies in large classes 99:Active learning requires appropriate 2638:National Science Education Standards 2544:Developmentally appropriate practice 2265:"Seven Principles for Good Practice" 1851: 1022:British Educational Research Journal 969: 806: 804: 585: 544: 5533: 2412:Contemporary Educational Psychology 2185:Journal of College Science Teaching 1731: 1216: 1114: 551:Technology-enhanced active learning 261:Maxim II: Make and use associations 13: 2690:High school graduation examination 2385:10.1002/j.2168-9830.2004.tb00809.x 1976:10.1002/j.2168-9830.2004.tb00809.x 1294: 1176:Educational Studies in Mathematics 1088:Panitz, Theodore (December 1999). 21:Active learning (machine learning) 14: 5595: 2400: 2241:. Washington, D.C.: Jossey-Bass. 801: 516:Elements of High-Impact Practices 5532: 5523: 5522: 5510: 5046:Saint Vincent and the Grenadines 4540: 4531: 4530: 4088:Sahrawi Arab Democratic Republic 3858:Democratic Republic of the Congo 3752: 2449:Standards-based education reform 2406: 2373:Journal of Engineering Education 1999:Advances in Physiology Education 1964:Journal of Engineering Education 1553:Journal of the Learning Sciences 2235:Bonwell, C.; Eison, J. (1991). 2172: 2105: 2078: 2045: 2033: 1990: 1955: 1927: 1888: 1845: 1822: 1775: 1688: 1649: 1623: 1614: 1579: 1544: 1505: 1470: 1435: 1418: 1384: 1349: 1322: 1210: 1167: 1150: 1081: 1061:Research in Learning Technology 1048: 1013: 5203:Federated States of Micronesia 4498:British Indian Ocean Territory 2643:National Skill Standards Board 2623:Certificate of Initial Mastery 2224: 2207:10.1080/0047231X.2021.12290517 1132:Teaching and Teacher Education 963: 902: 853: 766: 757: 1: 2828: 2099:10.1016/j.compedu.2014.06.006 734: 5171:United States Virgin Islands 2841: 1709:10.1080/87567555.2011.633407 1656:Robertson, Kristina (2006). 1565:10.1080/10508406.2011.591717 927:10.7860/JCDR/2016/21813.9015 829:10.7860/JCDR/2016/21813.9015 739: 724:School organizational models 642:" in engineering education. 390:collaborative learning group 7: 4933:Education in North America 1901:American Journal of Physics 1854:American Journal of Physics 1512:Kapur, Manu (1 July 2012). 1370:10.2190/PWDP-45L8-LHL5-2VX7 677: 10: 5600: 5383:Education in South America 3478: 1144:10.1016/j.tate.2010.06.025 548: 303: 221:The principles of learning 208:Science of active learning 39:Bonwell & Eison (1991) 18: 5504: 5461: 5388: 5294: 5271: 5190: 5146:Saint Pierre and Miquelon 5064: 4938: 4911: 4863: 4825: 4567: 4526: 4485: 4445: 4187: 4101: 4076: 3795: 3782: 3771: 3747: 3701: 3667: 3626: 3608: 3569: 3551: 3517: 3493:Early childhood education 3486: 3473: 3423: 3253: 3200: 3022: 2875: 2847: 2836: 2721: 2698: 2680:Criterion-referenced test 2661: 2608: 2587: 2516: 2455: 2087:Computers & Education 1949:10.1002/9781118472361.ch5 1800:10.1007/s11423-017-9567-5 1600:10.1007/s11251-012-9207-8 1530:10.1007/s11251-012-9209-6 1491:10.1080/07370000802212669 1479:Cognition and Instruction 1456:10.1007/s11251-009-9093-x 1412:10.1207/s1532690xci1604_4 1400:Cognition and Instruction 1157:Himmele, Pérsida (2017). 787:10.1080/00220970209599510 670:from active instruction. 300:Active learning exercises 233:Maxim I: Think it through 46:Nature of active learning 5354:Northern Mariana Islands 5166:Turks and Caicos Islands 4247:East Timor (Timor-Leste) 3843:Central African Republic 2648:No Child Left Behind Act 2618:Adequate Yearly Progress 2275:(7): 3–7. Archived from 2011:10.1152/advan.00053.2006 1126:Rotgans, Jerome (2011). 1074:10.1080/0968776950030202 1034:10.1080/0141192920180308 995:Barnes, Douglas (1989). 958:Bonwell & Eison 1991 752:Bonwell & Eison 1991 383:Quiz § In education 168:Constructivist framework 5319:Cocos (Keeling) Islands 4508:Cocos (Keeling) Islands 2783:Traditional mathematics 2569:Outcome-based education 2343:Martyn, Margie (2007). 2259:Chickering, Arthur W.; 2139:10.1073/pnas.1821936116 2071:10.3127/ajis.v22i0.1334 1269:10.1073/pnas.1319030111 714:Organizational learning 5096:British Virgin Islands 4610:Bosnia and Herzegovina 2633:National Reading Panel 2579:Small schools movement 2574:Problem-based learning 2559:Inquiry-based learning 970:Bean, John C. (2011). 640:problem-based learning 635: 631:project-based learning 595: 469:Problem based learning 412:small group discussion 378:short written exercise 31: 5569:Educational practices 5297:and other territories 5036:Saint Kitts and Nevis 4003:São Tomé and Príncipe 3863:Republic of the Congo 2778:Traditional education 2294:McKinney, K. (2010). 1759:10.1201/9781003106029 1747:Wetzel, Eric (2022). 1660:. colorincolorado.org 1588:Instructional Science 1518:Instructional Science 1444:Instructional Science 694:Experiential learning 689:Design-based learning 624: 593: 420:Just-in-time teaching 101:learning environments 29: 16:Educational technique 5579:Management education 5185:Education in Oceania 4561:Education in Europe 4422:United Arab Emirates 3789:Education in Africa 3012:Instructional design 2773:Tracking (education) 2685:Norm-referenced test 2675:Authentic assessment 2325:nactajournal.56.3.82 1941:Wiley Online Library 1393:"A Time For Telling" 909:Roche, Maya (2016). 811:Roche, Maya (2016). 704:Learning environment 699:Inquisitive learning 579:Intrinsic motivation 446:Learning by teaching 324:cooperative learning 5051:Trinidad and Tobago 4946:Antigua and Barbuda 4826:States with limited 4449:limited recognition 4078:States with limited 3777:Education by region 3503:Secondary education 3415:Teaching philosophy 3318:Pedagogical pattern 3261:21st century skills 3240:Religious education 2883:Aims and objectives 2768:Standard algorithms 2355:(2). Archived from 2130:2019PNAS..11619251D 2124:(39): 19251–19257. 1913:2011AmJPh..79..540H 1866:1998AmJPh..66...64H 1260:2014PNAS..111.8410F 405:reaction to a video 5517:Schools portal 4986:Dominican Republic 4181:Education in Asia 3508:Tertiary education 3446:Learning resources 2937:Education sciences 2738:Direct instruction 2700:Standardized tests 2610:Learning standards 2600:Educational equity 2549:Discovery learning 2349:Educause Quarterly 2337:Further references 1188:10.1007/BF00369153 878:10.5688/ajpe759186 636: 596: 32: 30:Classroom teaching 5546: 5545: 5500: 5499: 5496: 5495: 5468:other territories 5377: 5376: 5369:Wallis and Futuna 5314:Clipperton Island 5272:Associated states 5179: 5178: 5068:other territories 4927: 4926: 4554: 4553: 4491:other territories 4174: 4173: 4105:other territories 3878:Equatorial Guinea 3767: 3766: 3742: 3741: 3738: 3737: 3733: 3732: 3729: 3728: 3724: 3723: 3661: 3660: 3656: 3655: 3652: 3651: 3647: 3646: 3602: 3601: 3597: 3596: 3593: 3592: 3588: 3587: 3545: 3544: 3540: 3539: 3498:Primary education 3469: 3468: 3358:Dialogic learning 3328:Teacher retention 3281:Critical thinking 3276:Class arrangement 3245:Special education 2920:Standardized test 2903:Course evaluation 2796: 2795: 2564:Open-space school 2248:978-1-878380-08-1 1921:10.1119/1.3557069 1768:978-1-003-10602-9 1753:. pp. 6–65. 1308:. The MIT Press. 1254:(23): 8410–8415. 1163:. pp. 14–20. 1006:978-1-872364-00-1 981:978-1-118-06233-3 921:(12): JC06–JC08. 823:(12): JC06–JC08. 612:Concept Inventory 586:Research evidence 545:Use of technology 5591: 5584:Simulation games 5574:Learning methods 5559:Applied learning 5536: 5535: 5526: 5525: 5515: 5514: 5513: 5488: 5476:Falkland Islands 5390:Sovereign states 5379: 5378: 5359:Pitcairn Islands 5329:French Polynesia 5309:Christmas Island 5238:Papua New Guinea 5218:Marshall Islands 5191:Sovereign states 5181: 5180: 5136:Saint Barthélemy 5066:Dependencies and 4939:Sovereign states 4929: 4928: 4864:Dependencies and 4568:Sovereign states 4556: 4555: 4544: 4534: 4533: 4503:Christmas Island 4189:Sovereign states 4176: 4175: 4166: 4165:(United Kingdom) 4161:Tristan da Cunha 4157:Ascension Island 4149: 4136: 4127: 4103:Dependencies and 3796:Sovereign states 3784: 3783: 3773: 3772: 3756: 3704: 3703: 3699: 3698: 3674:Higher education 3670: 3669: 3665: 3664: 3629: 3628: 3624: 3623: 3615:Secondary school 3611: 3610: 3606: 3605: 3572: 3571: 3567: 3566: 3554: 3553: 3549: 3548: 3520: 3519: 3515: 3514: 3489: 3488: 3475: 3474: 3403:Student-centered 3388:Phenomenon-based 3378:Peer instruction 3343:Blended learning 3266:Bloom's taxonomy 3230:Gifted education 3225:Education reform 3057:Computer science 2838: 2837: 2823: 2816: 2809: 2800: 2799: 2529:Block scheduling 2488:Maria Montessori 2442: 2435: 2428: 2419: 2418: 2410: 2396: 2367: 2365: 2364: 2328: 2307: 2302:. 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5561: 5544: 5543: 5541: 5540: 5530: 5520: 5505: 5502: 5501: 5498: 5497: 5494: 5493: 5491: 5490: 5483: 5478: 5472: 5470: 5462: 5459: 5458: 5456: 5455: 5450: 5445: 5440: 5435: 5430: 5425: 5420: 5415: 5410: 5405: 5400: 5394: 5392: 5386: 5385: 5375: 5374: 5372: 5371: 5366: 5361: 5356: 5351: 5349:Norfolk Island 5346: 5341: 5336: 5331: 5326: 5321: 5316: 5311: 5306: 5304:American Samoa 5300: 5298: 5292: 5291: 5289: 5288: 5283: 5277: 5275: 5274:of New Zealand 5269: 5268: 5266: 5265: 5260: 5255: 5250: 5245: 5240: 5235: 5230: 5225: 5220: 5215: 5210: 5205: 5200: 5194: 5192: 5188: 5187: 5177: 5176: 5174: 5173: 5168: 5163: 5158: 5156:Sint Eustatius 5153: 5148: 5143: 5138: 5133: 5128: 5123: 5118: 5113: 5108: 5103: 5101:Cayman Islands 5098: 5093: 5088: 5083: 5078: 5072: 5070: 5065: 5062: 5061: 5059: 5058: 5053: 5048: 5043: 5038: 5033: 5028: 5023: 5018: 5013: 5008: 5003: 4998: 4993: 4988: 4983: 4978: 4973: 4968: 4963: 4958: 4953: 4948: 4942: 4940: 4936: 4935: 4925: 4924: 4922: 4921: 4919:European Union 4915: 4913: 4912:Other entities 4909: 4908: 4906: 4905: 4900: 4895: 4890: 4885: 4880: 4875: 4869: 4867: 4866:other entities 4861: 4860: 4858: 4857: 4852: 4847: 4842: 4837: 4831: 4829: 4823: 4822: 4820: 4819: 4817:United Kingdom 4814: 4809: 4804: 4799: 4794: 4789: 4784: 4779: 4774: 4769: 4764: 4759: 4754: 4749: 4744: 4739: 4734: 4729: 4724: 4719: 4714: 4709: 4704: 4699: 4694: 4689: 4684: 4682: 4677: 4672: 4667: 4662: 4657: 4652: 4647: 4642: 4637: 4632: 4630:Czech Republic 4627: 4622: 4617: 4612: 4607: 4602: 4597: 4592: 4587: 4582: 4577: 4571: 4569: 4565: 4564: 4552: 4551: 4549: 4548: 4538: 4527: 4524: 4523: 4521: 4520: 4515: 4510: 4505: 4500: 4494: 4492: 4483: 4482: 4480: 4479: 4474: 4469: 4464: 4459: 4453: 4451: 4443: 4442: 4440: 4439: 4434: 4429: 4424: 4419: 4414: 4409: 4404: 4399: 4394: 4389: 4384: 4379: 4374: 4369: 4364: 4359: 4354: 4349: 4344: 4339: 4334: 4329: 4324: 4319: 4314: 4309: 4304: 4299: 4294: 4289: 4284: 4279: 4274: 4269: 4264: 4259: 4254: 4249: 4244: 4239: 4234: 4229: 4224: 4219: 4214: 4209: 4204: 4199: 4193: 4191: 4185: 4184: 4172: 4171: 4168: 4167: 4150: 4137: 4128: 4114:Canary Islands 4110: 4109: 4107: 4102: 4099: 4098: 4096: 4095: 4090: 4084: 4082: 4077: 4074: 4073: 4071: 4070: 4065: 4060: 4055: 4050: 4045: 4040: 4035: 4030: 4025: 4020: 4015: 4010: 4005: 4000: 3995: 3990: 3985: 3980: 3975: 3970: 3965: 3960: 3955: 3950: 3945: 3940: 3935: 3930: 3925: 3920: 3915: 3910: 3905: 3900: 3895: 3890: 3885: 3880: 3875: 3870: 3865: 3860: 3855: 3850: 3845: 3840: 3835: 3830: 3825: 3820: 3815: 3810: 3805: 3799: 3797: 3793: 3792: 3780: 3779: 3769: 3768: 3765: 3764: 3761: 3760: 3749: 3748: 3745: 3744: 3740: 3739: 3736: 3735: 3731: 3730: 3727: 3726: 3722: 3720: 3719: 3712: 3702: 3695: 3694: 3683: 3678: 3668: 3662: 3659: 3658: 3654: 3653: 3650: 3649: 3645: 3643: 3642: 3637: 3627: 3620: 3619: 3609: 3603: 3600: 3599: 3595: 3594: 3591: 3590: 3586: 3584: 3583: 3578: 3570: 3563: 3562: 3558:Primary school 3552: 3546: 3543: 3542: 3538: 3536: 3535: 3528: 3518: 3511: 3510: 3505: 3500: 3495: 3487: 3484: 3483: 3471: 3470: 3467: 3466: 3464: 3463: 3458: 3453: 3448: 3443: 3438: 3433: 3427: 3425: 3421: 3420: 3418: 3417: 3412: 3411: 3410: 3405: 3400: 3395: 3390: 3385: 3380: 3375: 3370: 3365: 3360: 3355: 3350: 3345: 3340: 3330: 3325: 3320: 3315: 3310: 3305: 3304: 3303: 3298: 3293: 3283: 3278: 3273: 3271:Cognitive load 3268: 3263: 3257: 3255: 3251: 3250: 3248: 3247: 3242: 3237: 3232: 3227: 3222: 3217: 3212: 3206: 3204: 3198: 3197: 3195: 3194: 3189: 3184: 3179: 3174: 3169: 3164: 3159: 3154: 3149: 3144: 3139: 3134: 3129: 3124: 3119: 3114: 3109: 3104: 3099: 3094: 3089: 3084: 3079: 3074: 3069: 3064: 3059: 3054: 3049: 3044: 3039: 3034: 3028: 3026: 3020: 3019: 3017: 3016: 3015: 3014: 3004: 2999: 2994: 2989: 2984: 2979: 2974: 2969: 2964: 2959: 2954: 2949: 2944: 2942:Evidence-based 2939: 2934: 2929: 2928: 2927: 2922: 2917: 2912: 2907: 2906: 2905: 2890: 2885: 2879: 2877: 2876:By perspective 2873: 2872: 2870: 2869: 2864: 2859: 2853: 2851: 2845: 2844: 2834: 2833: 2826: 2825: 2818: 2811: 2803: 2794: 2793: 2791: 2790: 2788:Whole language 2785: 2780: 2775: 2770: 2765: 2760: 2755: 2750: 2748:Guided reading 2745: 2740: 2735: 2733:Decodable text 2729: 2727: 2722: 2719: 2718: 2716: 2715: 2710: 2704: 2702: 2696: 2695: 2693: 2692: 2687: 2682: 2677: 2671: 2669: 2662: 2659: 2658: 2656: 2655: 2650: 2645: 2640: 2635: 2630: 2625: 2620: 2614: 2612: 2606: 2605: 2603: 2602: 2597: 2591: 2589: 2585: 2584: 2582: 2581: 2576: 2571: 2566: 2561: 2556: 2551: 2546: 2541: 2539:Constructivism 2536: 2534:Cognitive load 2531: 2526: 2520: 2518: 2514: 2513: 2511: 2510: 2505: 2500: 2495: 2490: 2485: 2480: 2478:Caleb Gattegno 2475: 2470: 2465: 2463:Benjamin Bloom 2459: 2457: 2453: 2452: 2445: 2444: 2437: 2430: 2422: 2416: 2415: 2402: 2401:External links 2399: 2398: 2397: 2379:(3): 223–231. 2368: 2338: 2335: 2334: 2333: 2329: 2308: 2306:on 2011-09-11. 2291: 2288: 2263:(March 1987). 2256: 2253: 2247: 2232: 2226: 2223: 2221: 2220: 2171: 2104: 2077: 2044: 2041:whitehouse.gov 2032: 2005:(4): 159–167. 1989: 1970:(3): 223–231. 1954: 1926: 1907:(5): 540–545. 1887: 1844: 1821: 1794:(2): 451–474. 1774: 1767: 1730: 1687: 1671: 1648: 1622: 1613: 1594:(4): 673–689. 1578: 1543: 1524:(4): 651–672. 1504: 1485:(3): 379–424. 1469: 1450:(6): 523–550. 1434: 1417: 1383: 1364:(4): 469–481. 1348: 1321: 1314: 1293: 1231: 1209: 1182:(4): 349–369. 1166: 1149: 1113: 1080: 1047: 1028:(3): 309–318. 1012: 1005: 987: 980: 962: 950: 901: 852: 800: 781:(4): 293–315. 765: 756: 743: 741: 738: 736: 733: 732: 731: 726: 721: 716: 711: 709:Learning space 706: 701: 696: 691: 686: 679: 676: 608:percent points 587: 584: 583: 582: 576: 570: 564: 546: 543: 542: 541: 538: 534: 527: 517: 514: 498: 497: 494: 491: 488: 477: 474: 473: 472: 466: 459: 451: 442: 428: 416: 408: 401: 398:student debate 394: 386: 374: 360: 350: 335:meaning-making 301: 298: 293: 292: 289: 286: 283: 280: 277: 274: 270: 267: 262: 259: 258: 257: 254: 251: 248: 245: 242: 239: 234: 231: 222: 219: 209: 206: 205: 204: 197: 193: 186: 174:constructivism 169: 166: 160: 157: 156: 155: 151: 147: 131: 128: 127: 126: 123: 120: 117: 114: 111: 108: 97: 96: 93: 90: 87: 84: 81: 78: 47: 44: 15: 9: 6: 4: 3: 2: 5596: 5585: 5582: 5580: 5577: 5575: 5572: 5570: 5567: 5565: 5562: 5560: 5557: 5556: 5554: 5539: 5531: 5529: 5521: 5519: 5518: 5507: 5506: 5503: 5489: 5484: 5482: 5481:French Guiana 5479: 5477: 5474: 5473: 5471: 5465: 5460: 5454: 5451: 5449: 5446: 5444: 5441: 5439: 5436: 5434: 5431: 5429: 5426: 5424: 5421: 5419: 5416: 5414: 5411: 5409: 5406: 5404: 5401: 5399: 5396: 5395: 5393: 5391: 5387: 5380: 5370: 5367: 5365: 5362: 5360: 5357: 5355: 5352: 5350: 5347: 5345: 5344:New Caledonia 5342: 5340: 5337: 5335: 5332: 5330: 5327: 5325: 5324:Easter Island 5322: 5320: 5317: 5315: 5312: 5310: 5307: 5305: 5302: 5301: 5299: 5293: 5287: 5284: 5282: 5279: 5278: 5276: 5270: 5264: 5261: 5259: 5256: 5254: 5251: 5249: 5246: 5244: 5241: 5239: 5236: 5234: 5231: 5229: 5226: 5224: 5221: 5219: 5216: 5214: 5211: 5209: 5206: 5204: 5201: 5199: 5196: 5195: 5193: 5189: 5182: 5172: 5169: 5167: 5164: 5162: 5159: 5157: 5154: 5152: 5149: 5147: 5144: 5142: 5139: 5137: 5134: 5132: 5129: 5127: 5124: 5122: 5119: 5117: 5114: 5112: 5109: 5107: 5104: 5102: 5099: 5097: 5094: 5092: 5089: 5087: 5084: 5082: 5079: 5077: 5074: 5073: 5071: 5063: 5057: 5056:United States 5054: 5052: 5049: 5047: 5044: 5042: 5039: 5037: 5034: 5032: 5029: 5027: 5024: 5022: 5019: 5017: 5014: 5012: 5009: 5007: 5004: 5002: 4999: 4997: 4994: 4992: 4989: 4987: 4984: 4982: 4979: 4977: 4974: 4972: 4969: 4967: 4964: 4962: 4959: 4957: 4954: 4952: 4949: 4947: 4944: 4943: 4941: 4937: 4930: 4920: 4917: 4916: 4914: 4910: 4904: 4901: 4899: 4896: 4894: 4891: 4889: 4886: 4884: 4881: 4879: 4878:Faroe Islands 4876: 4874: 4871: 4870: 4868: 4862: 4856: 4853: 4851: 4850:South Ossetia 4848: 4846: 4843: 4841: 4838: 4836: 4833: 4832: 4830: 4824: 4818: 4815: 4813: 4810: 4808: 4805: 4803: 4800: 4798: 4795: 4793: 4790: 4788: 4785: 4783: 4780: 4778: 4775: 4773: 4770: 4768: 4765: 4763: 4760: 4758: 4755: 4753: 4750: 4748: 4745: 4743: 4740: 4738: 4735: 4733: 4730: 4728: 4725: 4723: 4720: 4718: 4715: 4713: 4710: 4708: 4705: 4703: 4702:Liechtenstein 4700: 4698: 4695: 4693: 4690: 4688: 4685: 4683: 4681: 4678: 4676: 4673: 4671: 4668: 4666: 4663: 4661: 4658: 4656: 4653: 4651: 4648: 4646: 4643: 4641: 4638: 4636: 4633: 4631: 4628: 4626: 4623: 4621: 4618: 4616: 4613: 4611: 4608: 4606: 4603: 4601: 4598: 4596: 4593: 4591: 4588: 4586: 4583: 4581: 4578: 4576: 4573: 4572: 4570: 4566: 4562: 4557: 4547: 4543: 4539: 4537: 4529: 4528: 4525: 4519: 4516: 4514: 4511: 4509: 4506: 4504: 4501: 4499: 4496: 4495: 4493: 4488: 4484: 4478: 4475: 4473: 4472:South Ossetia 4470: 4468: 4465: 4463: 4460: 4458: 4455: 4454: 4452: 4450: 4444: 4438: 4435: 4433: 4430: 4428: 4425: 4423: 4420: 4418: 4415: 4413: 4410: 4408: 4405: 4403: 4400: 4398: 4395: 4393: 4390: 4388: 4385: 4383: 4380: 4378: 4375: 4373: 4370: 4368: 4365: 4363: 4360: 4358: 4355: 4353: 4350: 4348: 4345: 4343: 4340: 4338: 4335: 4333: 4330: 4328: 4325: 4323: 4320: 4318: 4315: 4313: 4310: 4308: 4305: 4303: 4300: 4298: 4295: 4293: 4290: 4288: 4285: 4283: 4280: 4278: 4275: 4273: 4270: 4268: 4265: 4263: 4260: 4258: 4255: 4253: 4250: 4248: 4245: 4243: 4240: 4238: 4235: 4233: 4230: 4228: 4225: 4223: 4220: 4218: 4215: 4213: 4210: 4208: 4205: 4203: 4200: 4198: 4195: 4194: 4192: 4190: 4186: 4182: 4177: 4162: 4158: 4154: 4151: 4145: 4141: 4138: 4132: 4129: 4123: 4119: 4115: 4112: 4111: 4108: 4100: 4094: 4091: 4089: 4086: 4085: 4083: 4075: 4069: 4066: 4064: 4061: 4059: 4056: 4054: 4051: 4049: 4046: 4044: 4041: 4039: 4036: 4034: 4031: 4029: 4026: 4024: 4021: 4019: 4016: 4014: 4011: 4009: 4006: 4004: 4001: 3999: 3996: 3994: 3991: 3989: 3986: 3984: 3981: 3979: 3976: 3974: 3971: 3969: 3966: 3964: 3961: 3959: 3956: 3954: 3951: 3949: 3946: 3944: 3941: 3939: 3936: 3934: 3931: 3929: 3926: 3924: 3921: 3919: 3918:Guinea-Bissau 3916: 3914: 3911: 3909: 3906: 3904: 3901: 3899: 3896: 3894: 3891: 3889: 3886: 3884: 3881: 3879: 3876: 3874: 3871: 3869: 3866: 3864: 3861: 3859: 3856: 3854: 3851: 3849: 3846: 3844: 3841: 3839: 3836: 3834: 3831: 3829: 3826: 3824: 3821: 3819: 3816: 3814: 3811: 3809: 3806: 3804: 3801: 3800: 3798: 3794: 3790: 3785: 3781: 3774: 3770: 3759: 3755: 3751: 3750: 3746: 3721: 3716: 3713: 3709: 3708:Undergraduate 3706: 3705: 3700: 3697: 3696: 3692: 3687: 3684: 3682: 3679: 3675: 3672: 3671: 3666: 3663: 3644: 3638: 3634: 3633:Middle school 3631: 3630: 3625: 3622: 3621: 3616: 3613: 3612: 3607: 3604: 3585: 3579: 3574: 3573: 3568: 3565: 3564: 3559: 3556: 3555: 3550: 3547: 3537: 3532: 3529: 3525: 3522: 3521: 3516: 3513: 3512: 3509: 3506: 3504: 3501: 3499: 3496: 3494: 3491: 3490: 3485: 3481: 3476: 3472: 3462: 3459: 3457: 3454: 3452: 3449: 3447: 3444: 3442: 3439: 3437: 3434: 3432: 3429: 3428: 3426: 3422: 3416: 3413: 3409: 3406: 3404: 3401: 3399: 3398:Project-based 3396: 3394: 3393:Problem-based 3391: 3389: 3386: 3384: 3381: 3379: 3376: 3374: 3371: 3369: 3366: 3364: 3361: 3359: 3356: 3354: 3353:Demonstration 3351: 3349: 3348:Contemplative 3346: 3344: 3341: 3339: 3336: 3335: 3334: 3331: 3329: 3326: 3324: 3321: 3319: 3316: 3314: 3311: 3309: 3306: 3302: 3299: 3297: 3294: 3292: 3289: 3288: 3287: 3284: 3282: 3279: 3277: 3274: 3272: 3269: 3267: 3264: 3262: 3259: 3258: 3256: 3252: 3246: 3243: 3241: 3238: 3236: 3235:Homeschooling 3233: 3231: 3228: 3226: 3223: 3221: 3218: 3216: 3213: 3211: 3208: 3207: 3205: 3203: 3199: 3193: 3190: 3188: 3185: 3183: 3180: 3178: 3175: 3173: 3170: 3168: 3165: 3163: 3160: 3158: 3155: 3153: 3150: 3148: 3145: 3143: 3140: 3138: 3135: 3133: 3130: 3128: 3125: 3123: 3120: 3118: 3115: 3113: 3110: 3108: 3105: 3103: 3100: 3098: 3095: 3093: 3090: 3088: 3085: 3083: 3082:Environmental 3080: 3078: 3075: 3073: 3070: 3068: 3065: 3063: 3060: 3058: 3055: 3053: 3050: 3048: 3045: 3043: 3040: 3038: 3035: 3033: 3030: 3029: 3027: 3025: 3021: 3013: 3010: 3009: 3008: 3007:Instructional 3005: 3003: 3000: 2998: 2995: 2993: 2990: 2988: 2985: 2983: 2980: 2978: 2975: 2973: 2970: 2968: 2965: 2963: 2960: 2958: 2955: 2953: 2950: 2948: 2945: 2943: 2940: 2938: 2935: 2933: 2930: 2926: 2923: 2921: 2918: 2916: 2913: 2911: 2910:Psychometrics 2908: 2904: 2901: 2900: 2899: 2896: 2895: 2894: 2891: 2889: 2886: 2884: 2881: 2880: 2878: 2874: 2868: 2865: 2863: 2860: 2858: 2855: 2854: 2852: 2850: 2846: 2839: 2835: 2831: 2824: 2819: 2817: 2812: 2810: 2805: 2804: 2801: 2789: 2786: 2784: 2781: 2779: 2776: 2774: 2771: 2769: 2766: 2764: 2763:Rote learning 2761: 2759: 2756: 2754: 2751: 2749: 2746: 2744: 2741: 2739: 2736: 2734: 2731: 2730: 2728: 2720: 2714: 2711: 2709: 2706: 2705: 2703: 2701: 2697: 2691: 2688: 2686: 2683: 2681: 2678: 2676: 2673: 2672: 2670: 2667: 2660: 2654: 2651: 2649: 2646: 2644: 2641: 2639: 2636: 2634: 2631: 2629: 2626: 2624: 2621: 2619: 2616: 2615: 2613: 2611: 2607: 2601: 2598: 2596: 2593: 2592: 2590: 2586: 2580: 2577: 2575: 2572: 2570: 2567: 2565: 2562: 2560: 2557: 2555: 2552: 2550: 2547: 2545: 2542: 2540: 2537: 2535: 2532: 2530: 2527: 2525: 2522: 2521: 2519: 2515: 2509: 2506: 2504: 2501: 2499: 2498:William Spady 2496: 2494: 2491: 2489: 2486: 2484: 2481: 2479: 2476: 2474: 2473:Rheta DeVries 2471: 2469: 2468:Jerome Bruner 2466: 2464: 2461: 2460: 2458: 2454: 2450: 2443: 2438: 2436: 2431: 2429: 2424: 2423: 2420: 2413: 2409: 2405: 2404: 2394: 2390: 2386: 2382: 2378: 2374: 2369: 2359:on 2016-11-20 2358: 2354: 2350: 2346: 2341: 2340: 2330: 2326: 2322: 2318: 2314: 2313:NACTA Journal 2309: 2305: 2301: 2297: 2292: 2289: 2279:on 2013-01-28 2278: 2274: 2270: 2269:AAHE Bulletin 2266: 2262: 2257: 2254: 2250: 2244: 2240: 2239: 2233: 2229: 2228: 2216: 2212: 2208: 2204: 2199: 2194: 2190: 2186: 2182: 2175: 2167: 2163: 2158: 2153: 2149: 2145: 2140: 2135: 2131: 2127: 2123: 2119: 2115: 2108: 2100: 2096: 2092: 2088: 2081: 2072: 2067: 2063: 2059: 2055: 2048: 2042: 2036: 2028: 2024: 2020: 2016: 2012: 2008: 2004: 2000: 1993: 1985: 1981: 1977: 1973: 1969: 1965: 1958: 1950: 1946: 1942: 1938: 1930: 1922: 1918: 1914: 1910: 1906: 1902: 1898: 1891: 1883: 1879: 1875: 1871: 1867: 1863: 1859: 1855: 1848: 1840: 1836: 1832: 1825: 1817: 1813: 1809: 1805: 1801: 1797: 1793: 1789: 1785: 1778: 1770: 1764: 1760: 1756: 1752: 1751: 1743: 1741: 1739: 1737: 1735: 1726: 1722: 1718: 1714: 1710: 1706: 1702: 1698: 1691: 1682: 1680: 1678: 1676: 1659: 1652: 1637: 1636:Faculty Focus 1633: 1626: 1617: 1609: 1605: 1601: 1597: 1593: 1589: 1582: 1574: 1570: 1566: 1562: 1558: 1554: 1547: 1539: 1535: 1531: 1527: 1523: 1519: 1515: 1508: 1500: 1496: 1492: 1488: 1484: 1480: 1473: 1465: 1461: 1457: 1453: 1449: 1445: 1438: 1430: 1429: 1421: 1413: 1409: 1405: 1401: 1394: 1387: 1379: 1375: 1371: 1367: 1363: 1359: 1352: 1344: 1340: 1336: 1332: 1325: 1317: 1315:9780262037150 1311: 1307: 1300: 1298: 1289: 1285: 1280: 1275: 1270: 1265: 1261: 1257: 1253: 1249: 1245: 1238: 1236: 1220: 1213: 1205: 1201: 1197: 1193: 1189: 1185: 1181: 1177: 1170: 1162: 1161: 1153: 1145: 1141: 1137: 1133: 1129: 1122: 1120: 1118: 1109: 1105: 1100: 1095: 1091: 1084: 1075: 1070: 1066: 1062: 1058: 1051: 1043: 1039: 1035: 1031: 1027: 1023: 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