Learn Better by Doing Study: Fourth-Year Results

Autor/inn/en	Moye, Johnny J.; Dugger, William E., Jr.; Starkweather, Kendall N.
Titel	Learn Better by Doing Study: Fourth-Year Results
Quelle	In: Technology and Engineering Teacher, 77 (2017) 3, S.32-38 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0502
Schlagwörter	Elementary School Students; Middle School Students; High School Students; Experiential Learning; Hands on Science; Elementary School Teachers; STEM Education; Secondary School Science; Science Teachers; Mathematics Teachers; Secondary School Teachers; Secondary School Mathematics; Teacher Surveys; Middle School Teachers + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Experiental learning; Erfahrungsorientiertes Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; STEM; Science; Science teacher; Wissenschaft; Mathematics; Mathematik
Abstract	The purpose of the "Learn Better by Doing Study" was to determine the extent to which U.S. public elementary, middle, and high school students were doing hands-on activities in their science, technology, engineering, and mathematics (STEM) classrooms. The International Technology and Engineering Educators Association's (ITEEA's) Foundation for Technology and Engineering Education (FTEE), Dugger/Gerrish endowment provided support for this study. This report of the "Learn Better by Doing Study" presents data found in rounds one through four (2013-2017) of a longevity study on learning better by doing. The authors present the implication of each finding, why they are important, and conclude with a call to action. The final report includes information gleaned from all four Rounds of the study. The researchers solicited input from elementary, middle, and high school STEM teachers concerning standards-based activities that their students could have potentially done in their classrooms. The total number of responding teachers was 1,840, including 327 elementary, 509 secondary science, 636 secondary technology and engineering, and 368 secondary mathematics teachers. Overwhelmingly, 99.4% of respondents felt that students benefit from "doing" activities, and 94.5% would have students do more in class if they had the time and resources. (ERIC).
Anmerkungen	International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: iteea@iteea.org; Web site: https://www.iteea.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01