SwePub - sökning: id:"swepub:oai:DiVA.org:kth-21...

Numrering	Referens	Omslagsbild	Hitta
1.	Edström, Kristina, 1963-, et al. (författare) Improving student learning in STEM education: Promoting a deep approach to problem-solving Annan publikation (övrigt vetenskapligt/konstnärligt)abstract This paper addresses educational practice related to problem-solving within STEM education. A conceptual framework is shaped by conceptualising problem-solving first as an educational aim, then as a learning activity. Five principles for purposeful active learning are derived. Through this theoretical lens we investigate an active learning method called student-led recitations. In this activity students are randomly selected to present solutions to given problems, requiring them to solve the problems in advance and prepare for presenting their solutions. Drawing on the conceptual framework and informed by course results and qualitative data in the form of student interviews and teacher experiences, we analyse the teaching method. One conclusion is to challenge recitations based on teacher demonstrations of problem-solving. We suggest that student-led recitations are a cost-effective intervention, improving learning while affording more stimulating roles to both students and teachers.

Edström, Kristina, 1963-, et al. (författare)
Improving student learning in STEM education: Promoting a deep approach to problem-solving
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This paper addresses educational practice related to problem-solving within STEM education. A conceptual framework is shaped by conceptualising problem-solving first as an educational aim, then as a learning activity. Five principles for purposeful active learning are derived. Through this theoretical lens we investigate an active learning method called student-led recitations. In this activity students are randomly selected to present solutions to given problems, requiring them to solve the problems in advance and prepare for presenting their solutions. Drawing on the conceptual framework and informed by course results and qualitative data in the form of student interviews and teacher experiences, we analyse the teaching method. One conclusion is to challenge recitations based on teacher demonstrations of problem-solving. We suggest that student-led recitations are a cost-effective intervention, improving learning while affording more stimulating roles to both students and teachers.

Träfflista för sökning "id:"swepub:oai:DiVA.org:kth-217276" "