Resource Image Resisting Rote: The Importance of Active Learning for All Course Learning Objectives

by: Cori Fata-Hartley
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Type of Resource: Journal Article
Publication Title: Journal of College Science Teaching
Publication Date: 1/1/2011
Grade Level: College


Many college science educators have moved away from the traditional lecture format and toward learner-centered classroom environments. Yet many of us struggle to cover large content loads, reverting at times to rote memorization. This paper suggests rote memorization simply does not work and students must be actively engaged to learn.

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Additional Info

Science Discipline: (mouse over for full classification)
Scientific habits of mind
Intended User Role:College/University Professor (core science discipline), College/University Professor (preservice science education)
Educational Issues:Assessment of students, Classroom management, Educational research, Inquiry learning, Learning theory, Professional development, Teacher preparation, Teaching strategies


Resource Format:
Size: KB
Installation Remarks:

National Standards Correlation

This resource has 6 correlations with the National Standards.  

This resource has 6 correlations with the National Standards.  

  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • Think critically and logically to make the relationships between evidence and explanations.
  • Process Standards for Professional Development
    • Research-Based
      • Prepares educators to apply research to decision making. (NSDC)
      • Connect and integrate all pertinent aspects of science and science education. (NSES)
    • Learning
      • Applies knowledge about human learning and change. (NSDC)
  • Teaching Standards
    • Teachers of science plan an inquiry-based science program for their students.
      • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
    • Teachers of science guide and facilitate learning. In doing this, teachers
      • Challenge students to accept and share responsibility for their own learning.

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