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Book 1, Book 1,", "creators": [ { "creatorType": "author", "firstName": "Pam", "lastName": "Hook" }, { "creatorType": "author", "firstName": "Julie", "lastName": "Mills" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2011", "publisher": "Essential Resources", "place": "Laughton, U.K.; Invercargill, N.Z.", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "9781927143568 192714356X", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "SOLO taxonomy", "language": "English", "libraryCatalog": "Open WorldCat", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-08-29T23:37:35Z", "dateModified": "2014-08-29T23:37:35Z" } }, { "key": "HCRFA2V8", "version": 37, "library": { "type": "group", "id": 277599, "name": "Active Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/active_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/277599/items/HCRFA2V8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/active_learning/items/HCRFA2V8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 205483, "username": "kubke", "name": "Fabiana Kubke", "links": { "alternate": { "href": "https://www.zotero.org/kubke", "type": "text/html" } } }, "creatorSummary": "Oliver and Herrington", "parsedDate": "2003", "numChildren": 0 }, "data": { "key": "HCRFA2V8", "version": 37, "itemType": "journalArticle", "title": "Exploring Technology-Mediated Learning from a Pedagogical Perspective", "creators": [ { "creatorType": "author", "firstName": "Ron", "lastName": "Oliver" }, { "creatorType": "author", "firstName": "Jan", "lastName": "Herrington" } ], "abstractNote": "A considerable amount of the effort and enthusiasm that goes into the development and implementation of technology-mediated learning environments often fails to create effective settings for learning. 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It includes a summary of the research into its use to date as an instrument to find out what students know and believe about their own learning, to assess entering knowledge in a discipline, to present examples of structural organization of knowledge in a discipline, to provide models of levels of desired learning outcomes, and in particular to assess learning outcomes. A proposal is made for further research.", "publicationTitle": "Higher Education Research & Development", "publisher": "", "place": "", "date": "January 1, 1995", "volume": "14", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "143-154", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/0729436950140201", "citationKey": "", "url": "http://dx.doi.org/10.1080/0729436950140201", "accessDate": "2014-08-28T01:50:29Z", "PMID": "", "PMCID": "", "ISSN": "0729-4360", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-08-28T01:50:29Z", "dateModified": "2014-08-28T01:50:29Z" } }, { "key": "JV7EAAUQ", "version": 35, "library": { "type": "group", "id": 277599, "name": "Active Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/active_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/277599/items/JV7EAAUQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/active_learning/items/JV7EAAUQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 205483, "username": "kubke", "name": "Fabiana Kubke", "links": { "alternate": { "href": "https://www.zotero.org/kubke", "type": "text/html" } } }, "creatorSummary": "Boulton-Lewis", "parsedDate": "1994-10-01", "numChildren": 0 }, "data": { "key": "JV7EAAUQ", "version": 35, "itemType": "journalArticle", "title": "Tertiary students' knowledge of their own learning and a SOLO Taxonomy", "creators": [ { "creatorType": "author", "firstName": "Gillian", "lastName": "Boulton-Lewis" } ], "abstractNote": "This paper is a report of the analysis of statements by 869 students and their 21 lecturers in 12 courses in 5 Faculties in the Queensland University of Technology (QUT). The students and lecturers were asked to write a page about learning. The objectives were to collect data to devise a taxonomy of levels of knowledge of learning held by tertiary students and lecturers and to use this to describe student knowledge to lecturers as a basis for planning for teaching. The statements were categorised, using the SOLO Taxonomy as a model (c.f., Biggs and Collis 1982, 1989), by two trained researchers and checked by the author and a consultant. The majority of responses for both students and lecturers were multistructural. A MANOVA for SOLO levels by deep, surface and achieving motives and strategies showed that as SOLO levels increased surface motives declined and deep motives and strategies assumed more importance. The key concepts in learning identified by a random sample of 100 students were further analysed and described for each SOLO level. 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I loved this paper - and although it is intended to inform science teaching, I think that some of the concepts should be easily extrapolated to other domains of knowledge.

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\"So as to sharpen the description of the learning process provided by the different so-called “constructivist” approaches in science education (such as the conceptual change theory or radical constructivism), this ambiguity concerning what students are precisely supposed to construct should be avoided. In this regard, I propose the following clarification, which consists of some distinctions and tentative definitions, i.e., definitions that might be improved, but can nonetheless be considered as sufficiently precise for the purpose of the discussion carried out in this paper. A fundamental distinction to be made, I argue, is the one between the mental level and the symbolic level, and correlatively between what is neither explicit nor communicable and what is indeed explicit and communicable (in science education, such a distinction has been made, for instance, by Vosniadou and Ionnides 1998 and Gobert and Buckley 2000). Let us reconsider the notions of concept, cognitive structure, conception, model, and theory in the light of this distinction.\"

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I found the idea of looking at the lecture content from the perspective of concept, cognitive structure, etc quite interesting, as well as the idea of thinking within each of those dimensions which are the elements that can be articulated  explicit and which cannot.

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I think this is a paper I will keep coming back to as I redesign my courses.

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", "tags": [], "relations": {}, "dateAdded": "2014-08-08T04:26:11Z", "dateModified": "2014-08-08T04:32:09Z" } }, { "key": "4W2MW3TZ", "version": 28, "library": { "type": "group", "id": 277599, "name": "Active Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/active_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/277599/items/4W2MW3TZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/active_learning/items/4W2MW3TZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 205483, "username": "kubke", "name": "Fabiana Kubke", "links": { "alternate": { "href": "https://www.zotero.org/kubke", "type": "text/html" } } }, "creatorSummary": "Bächtold", "parsedDate": "2013-12-01", "numChildren": 1 }, "data": { "key": "4W2MW3TZ", "version": 28, "itemType": "journalArticle", "title": "What Do Students “Construct” According to Constructivism in Science Education?", "creators": [ { "creatorType": "author", "firstName": "Manuel", "lastName": "Bächtold" } ], "abstractNote": "This paper aims at shedding light on what students can “construct” when they learn science and how this construction process may be supported. Constructivism is a pluralist theory of science education. As a consequence, I support, there are several points of view concerning this construction process. Firstly, I stress that constructivism is rooted in two fields, psychology of cognitive development and epistemology, which leads to two ways of describing the construction process: either as a process of enrichment and/or reorganization of the cognitive structures at the mental level, or as a process of building or development of models or theories at the symbolic level. Secondly, I argue that the usual distinction between “personal constructivism” (PC) and “social constructivism” (SC) originates in a difference of model of reference: the one of PC is Piaget’s description of “spontaneous” concepts, assumed to be constructed by students on their own when interacting with their material environment, the one of SC is Vygotsky’s description of scientific concepts, assumed to be introduced by the teacher by means of verbal communication. Thirdly, I support the idea that, within SC, there are in fact two trends: one, in line with Piaget’s work, demonstrates how cooperation among students affects the development of each individual’s cognitive structures; the other, in line with Vygotsky’s work, claims that students can understand and master new models only if they are introduced to the scientific culture by their teacher. Fourthly, I draw attention to the process of “problem construction” identified by some French authors. Finally, I advocate for an integrated approach in science education, taking into account all the facets of science learning and teaching mentioned above and emphasizing their differences as well as their interrelations. 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This book was a great journey through different strategies of active learning. I found especially useful the sample exercises which I found quite easy to incorporate in my teaching and which I plan to incorporate into future courses. I did find the authors' attempt to relate the material to \"neuroscience\" not well grounded - the examples provided for activities to be undertaken by students and teachers a great resource.

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