Active Learning in Secondary and College Science Classrooms

• Contents: Preface. Part I: Building the Foundation for an Approach to Active Learning. What Is Learning and How Does It Occur? Meaningful Learning and Problem Solving in Science. A Model for the Learning Environment. Part II: Roles for the Teacher in Creating an Active Learning Environment. Defining the Output State. Assessing the Input State: The Teacher as Diagnostician. Moving From the Input to the Output State: The Learning Experience. Part III: Creating Active Learning Environments. Preparing Students to Participate in an Active Learning Environment. Creating an Active Learning Environment in the Science Lecture Hall. Promoting Active Learning in the "Conference Room." Helping the Learner to Learn in the Student Laboratory. New Approaches to Science Learning: Cooperative and Collaborative Learning. Part IV: Assessment in an Active Learning Environment. Assessment of Student Performance. How Do I Know It's Working? The Teacher as Reflective Practitioner. Part V: Summing Up. The Challenges of Helping the Learner to Learn. Building a Community of Active Learning Practitioners. The Bottom Line.

"The authors offer a solid introduction to constructivist learning approaches and assessment in science classrooms. Each succinct chapter is well scaffolded, clear in intent, and informative. Here is a useful book for both new and more experienced teachers working in traditional classroom environments."—British Journal of Educational Technology"The text is informative, yet simple to read and models the type of teaching the authors support - active, engaging, and constructivist. This practical resource - which includes guidelines for developing assessments and becoming more reflective in teaching practice - will carefully guide anyone who is interested in developing an active learning environment in his or her science (and non-science) classroom."—Education Review"An invaluable resource for anyone wishing to try active learning methods....This book brings together a lot of very recent ideas about learning and the constructivist approach in a practical 'how-to' guide for 'helping the learner to learn.' It provides everything one needs to put this approach into action in a science classroom, including assessment, reflective practice, and establishing a community of active learning practitioners....This book is very timely and exactly what many of us who teach science need."—Louis H. PignoletUniversity of Minnesota