The Curious Construct of Active Learning
The Curious Construct of Active Learning
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DOI：
10.1177/1529100620973974
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发表时间：
2021-04-01
影响因子：
25.4
通讯作者：
Shipley, Thomas F.
中科院分区：
文献类型：
--
作者：
Lombardi, Doug;Shipley, Thomas F.
主动学习的概念渗透到科学、技术、工程和数学(STEM)本科教育中，尽管它很普遍，但对于不同的人、不同的群体和不同的STEM领域，这一概念的含义是不同的。为了更好地理解主动学习，我们通过创新的跨学科合作构建了这篇综述，涉及心理学和基于学科的教育研究(DBER)的研究团队。我们的合作从两个不同的角度(即心理学和DBER)考察了主动学习，并调查了与主动学习模式和传统讲座模式相关的本科生STEM教学实践的现状。在此基础上，我们得出结论，主动学习是一个总括的术语，在推进学习研究方面并不是特别有用。主动学习通常用于交流讲课的替代选择，并在高等教育课堂实践中发挥作用。为了澄清，我们综合了一个关于主动学习的工作定义，它在一个精心设计的框架内运作，我们称之为理解生态系统的构建。这一框架的一个基石是本科生在教学过程中应该成为积极的主体，而且意义的社会建构对许多学习者来说起着重要的作用，超越了他们个人对知识的认知结构。我们建议的框架提供了一个连贯的和可操作的主动学习概念，目的是促进未来本科STEM教育的研究和实践。
The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture. On that basis, we concluded that active learning-which is commonly used to communicate an alternative to lecture and does serve a purpose in higher education classroom practice-is an umbrella term that is not particularly useful in advancing research on learning. To clarify, we synthesized a working definition of active learning that operates within an elaborative framework, which we call the construction-of-understanding ecosystem. A cornerstone of this framework is that undergraduate learners should be active agents during instruction and that the social construction of meaning plays an important role for many learners, above and beyond their individual cognitive construction of knowledge. Our proposed framework offers a coherent and actionable concept of active learning with the aim of advancing future research and practice in undergraduate STEM education.