How can we make active learning work in K-12 education? Considering prerequisites for a successful construction of understanding.

Autor/in	Brod, Garvin
Titel	How can we make active learning work in K-12 education? Considering prerequisites for a successful construction of understanding.
Quelle	In: Psychological science in the public interest, 22 (2021) 1, S. 1-7 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1539-6053
DOI	10.1177/1529100621997376
Schlagwörter	Empirische Forschung; Arbeitsgedächtnis; Kognitive Kompetenz; Metakognition; Sekundarstufe I; Sekundarstufe II; Grundschule; Schüler; Lernerfolg; Aktives Lernen; Entdeckendes Lernen; Lernforschung; Lernvoraussetzungen; Lernmethode; Naturwissenschaftliche Bildung; Einflussfaktor; Unterstützung; Vorwissen; USA
Abstract	The construction-of-understanding ecosystem proves particularly useful because it provides an actionable framework of active learning that can be applied across disciplines. An assumption inherent in the framework is that active-learning practices are beneficial for student achievement in STEM. In this commentary, I have argued that there are prerequisites for this benefit to occur. Active-learning practices are demanding in that students need advanced cognitive and metacognitive capacities to be able to profit from them without being closely guided. The effects of insufficient cognitive and metacognitive capacities become most visible in younger students for whom these capacities are still developing. For example, elementary-school students struggle with constructing examples or drawings of abstract concepts as a result of their immature analogical reasoning skills (Breitwieser & Brod, 2021; Van Meter et al., 2006). This should not be taken to mean that active-learning practices cannot be beneficial for K-12 students, however. Prerequisites differ between practices, and a lack of them can often be counteracted with additional guidance. Instead, this commentary is intended as a pledge to consider prerequisites in order to choose those active-learning practices that are likely to work best for a particular group of students. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3