Is "Learning by Doing" Important? A Study of Doing-Based Learning

Autor/inn/en	Moye, Johnny J.; Dugger, William E., Jr.; Starkweather, Kendall N.
Titel	Is "Learning by Doing" Important? A Study of Doing-Based Learning
Quelle	In: Technology and Engineering Teacher, 74 (2014) 3, S.22-28 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0502
Schlagwörter	Class Activities; Hands on Science; Educational Practices; STEM Education; Educational Research; Elementary School Teachers; Elementary School Science; Secondary School Teachers; Secondary School Science; Middle School Teachers; Teaching Methods; Relevance (Education); Teacher Surveys; Teacher Attitudes; Mail Surveys + Suchen Sie Ihr Suchwort? Bildungspraxis; STEM; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Lehrerverhalten; Erhebungsinstrument
Abstract	This is the second in a series of articles discussing the "Doing-Based Learning" study. The purpose of this study is to determine the extent to which U.S. public school elementary and secondary education science, technology, engineering, and mathematics (STEM) students are doing activities in their classrooms. The first article (Moye, Dugger, Starkweather, 2014) described the purpose of the study and identified some of the key points found in the first round of surveys. This report provides the methods used to develop and administer the study as well as the specific results found in the first round. The researchers report they sent emails to approximately 5,000 elementary, middle, and high school science, technology and engineering, and mathematics teachers, state supervisors, and association affiliate representatives for the survey that was open from March 1, 2014 until April 15, 2014. This study provides educational leaders with the data needed to produce data-driven, logical decisions. Technology and engineering programs are resources that are already established in most middle and high schools across the nation. The researchers are currently conducting round two of this study until April 15, 2015. Using the same survey instruments and methods, the researchers will solicit input from as many STEM teachers as possible. The results of the second through fourth rounds of this study will also be published in this journal. [See the first article from the series: "'Learn by Doing' Research: Introduction" at EJ1048066.] (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