"Learn by Doing" Research: Introduction

Autor/inn/en	Moye, Johnny J.; Dugger, William E., Jr.; Starkweather, Kendall N.
Titel	"Learn by Doing" Research: Introduction
Quelle	In: Technology and Engineering Teacher, 74 (2014) 1, S.24-27 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0502
Schlagwörter	STEM Education; Experiential Learning; Standardized Tests; Learning Experience; Learning Strategies; Hands on Science; Class Activities; Educational Practices; Elementary Secondary Education + Suchen Sie Ihr Suchwort? STEM; Experiental learning; Erfahrungsorientiertes Lernen; Standadised tests; Standardisierter Test; Lernerfahrung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungspraxis
Abstract	The research in this "Learning by Doing" study focuses on a special type of doing that applies to science, technology, engineering, and mathematics (STEM) education. In the early stages of humankind, the act of doing was essential for survival and drove the evolution of technology. As was true in ancient times, knowledge and the ability to use that knowledge (to do) remains essential for survival of the human race. With all the recent discussion surrounding STEM education, several questions continue to surface: what is it?, why it is important?, and how to deliver it in the classroom? The authors will be conducting the "Learning by Doing" study over the next three years. The first round of surveys was conducted in March/April of 2014 and the researchers found from early results: (1) learning by doing continues to be a primary interest and value to STEM teachers of Grades 3-12; (2) standardized testing was identified as an obstacle to the completion of additional doing experiences; (3) Learning by doing was confirmed as an essential, but underutilized, method of learning. In summary, the authors emphasized the intent of this article is to announce the study, provide reasons why doing in classrooms is important, show how technology and engineering provides learning by doing opportunities, and provide selected findings of the first round of the study. The authors encourage STEM teachers to use technology and engineering programs to support student learning by doing and to participate in the next three rounds of this study. They will provide a second article reporting the data collected in the November 2014 issue of "Technology and Engineering Teacher." [See the second article from the series: "Is "Learning by Doing" Important? A Study of Doing-Based Learning" at EJ1048070.] (ERIC).
Anmerkungen	International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: itea@iteaconnect.org; Web site: http://www.iteaconnect.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10