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What Makes a Good Activity? Lessons from research and experience

This article explores the key elements of a good science activity, incorporating insights from research and experience. It discusses strategies for engaging students, promoting active learning, and integrating cognitive and affective domains. The article also emphasizes the importance of clear learning outcomes and thoughtful sequencing in designing effective activities.

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What Makes a Good Activity? Lessons from research and experience

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  1. What Makes a Good Activity?Lessons from research and experience Cathy Manduca Science Education Resource Center Carleton College

  2. Wisdom from Experience • Giving students ownership of problem/data • Engaging students in experiments • Involve every students • One point per activity

  3. Wisdom from Learning Science(How People Learn, NRC,1999) • Learning is additive, it builds on current understanding • Understanding is actively constructed • This requires an engaged learner • Different people construct/learn most easily in different ways • Learning to learn (metacognition) is an important aspect of becoming an expert • Metacognition is context specific • Cognitive and affective domains are both important in learning (http://serc.carleton.edu/NAGTWorkshops/affective/index.html)

  4. Wisdom from Curriculum Design • Goals, assessments, activities (Wiggins and McTighe, 1998) • Scaffolding (http://serc.carleton.edu/NAGTWorkshops/webdesign/Scaffolding/index.html) • Developing knowledge that can be used flexibly (Edelson, 2001)

  5. Principles of Design 1) Students must be engaged to learn How does the activity engage them? 2) Students must construct new knowledge incrementally as a results of experience. What experiences will they have in this activity? 3) Students must refine and connect their knowledge to be able to use it further How will the activity promote reflection on and application of the new knowledge? Edelson, 2001, Learning for Use A Framework for the Design of Technology-Supported Inquiry Activities: Journal of Research in Science Teaching, vol 38, no 3, p 355-385

  6. Wisdom from Educational Research • Clear learning outcomes in mind. • Thoughtfully sequenced into the flow of classroom science instruction. • Integrate learning of science content with learning about the processes of science. • Incorporate ongoing student reflection and discussion.

  7. Is it Good? • Will the activity lead to the desired learning? • Will I be able to tell? • Does the pedagogy promote learning? • Are the materials I provide for students complete and helpful? • Could someone else implement this from the information I provide?

  8. Does the Pedagogy Promote Learning? • Does the activity motivate and engage students? • Does it build on what they know and address their initial beliefs? • Is it appropriate for the variety of students expected in the class? • Are students engaged in independent thinking and problem solving? • Are there opportunities for students to interate and improve their understanding incrementally? • Is there an appropriate balance of guidance vs exploration? • Does it include opportunities for reflection, discussion, and synthesis? • Does it provide opportunities for students to assess their learning and confirm they are on the right track?

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