期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2013
卷号：3
期号：3
页码：29-48
出版社：University of Ljubljana
摘要：Active learning is individual and group participation in effective activitiessuch as in-class observing, writing, experimenting, discussion, solving problems,and talking about to-be-learned topics. Some instructors believe that activelearning is impossible, or at least extremely difficult to achieve in large lecturesessions. Nevertheless, the truly impressive implementation results of theSCALE-UP learning environment suggest that such beliefs are false (Beichneret al., 2000). In this study, we present a design of an active learning environmentwith positive effect on students. The design is based on the followingelements: (1) helping students to learn from interactive lecture experiment; (2)guiding students to use justified explanation and prediction after observingand exploring a phenomenon; (3) developing a conceptual question sequencedesigned for use in an interactive lecture with students answering questionsin worksheets by writing and drawing; (4) evaluating students’ conceptualchange and gains by questions related to light reflection, refraction, and imageformation in an exam held a week after the active learning session. Datawere collected from 95 science freshmen with different secondary schoolbackgrounds. They participated in geometrical optics classes organized forcollecting research results during and after only one active learning session.The results have showed that around 60% of the students changed their initialalternative conceptions of vision and of image formation. It was also foundthat a large group of university students is likely to be engaged in active learning,shifting from a passive role they usually play during teacher’s lectures.
关键词：Active learning; Alternative conceptions; Geometrical;optics; Large-enrolment; University students
