An Integrative Review of In-Class Activities That Enable Active Learning in College Science Classroom Settings

Autor/inn/en	Arthurs, Leilani A.; Kreager, Bailey Zo
Titel	An Integrative Review of In-Class Activities That Enable Active Learning in College Science Classroom Settings
Quelle	In: International Journal of Science Education, 39 (2017) 15, S.2073-2091 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1363925
Schlagwörter	Class Activities; Active Learning; College Science; Undergraduate Students; Science Instruction; Learning Strategies; Social Theories; Models; Cooperative Learning; Teaching Methods; Decision Making; Constructivism (Learning); Discussion (Teaching Technique); Inquiry; Problem Based Learning; Assignments; Literature Reviews + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gesellschaftstheorie; Analogiemodell; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Problem-based learning; Problemorientiertes Lernen; Assignment; Auftrag; Zuweisung
Abstract	Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about "active learning" in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept "active learning" and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01