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Asia-Pacific Forum on Science Learning and Teaching, Volume 7, Issue 1, Article 2 (June, 2006) Sevilay KARAMUSTAFAOGLU, Bayram COŞTU and Alipaşa AYAS Turkish chemistry teachers’ views about an implementation of the active learning approaches in their lessons
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Introduction
Active learning, through which students become active participants in the learning process, is an important means for development of student skills. In the process of active learning, students move from being passive recipients of knowledge to being participants in activities that encompass analysis, synthesis and evaluation besides developing skills, values and attitudes (Sivan, et al., 2000). Active learning not only emphasizes the development of students’ skills but also their exploration of their own attitudes and values (Sivan, et al., 2000). When active learning is carried out, simulations, discussions, student presentations, games, role-play, flip charts and handouts are basic elements of chemistry lessons (Sivan, et al., 2000). Meyers and Jones (1993) have maintained that the active learning consists of three factors, which are interrelated. These are: basic elements; learning strategies; and teaching resources. The basic elements of active learning are talking, listening, reading, writing and reflecting. These four elements involve cognitive activities that allow students to clarify the question, consolidate and appropriate the new knowledge. The second factor of active learning is the learning strategies that in corporate the above four elements. These are small groups, co-operative work, case studies, simulation, discussion, problem solving and journal writing. Third factor of active learning is teaching resources that the teacher uses to encourage students to interact and participate actively in the activities.
Recently many researchers in our country and abroad have carried out studies on the effects of active learning (student-centered teaching) approaches on student progress (Sivan, et al., 1991; Sivan et al., 2000; Scholes, 2002; Livingstone & Lynch, 2000; Notar, et al., 2002; Ünal, 1999; Kalem & Fer, 2003).
In a study carried out by Sivan et al. (1991), students took an education through active learning and student-centered learning. Students' perceptions of the effectiveness of these techniques were evaluated by means of a questionnaire and interviews. Results showed an overall contribution of the active learning approach used in tutorials to the development of students' communication and problem-solving skills as well as to their critical-thinking ability. The importance of incorporating aspects of field work into classroom learning was also highlighted.
The efficiency and implementing of active learning techniques on university students were examined in another study by Sivan and et al (2000). In classrooms where active learning techniques are used, it is observed that the lessons become more interesting and the students take part in the lessons attentively. In addition, it is determined that the success and the interest of the students are improved better in active learning group more than the traditional group. The Livingstone & Lynch’s (2002) study found supportive data that the interest and learning of the students are effectively increased.
Kalem & Fer (2003) searched the effects of a model designed for active-learning on the students’ view of learning, teaching, communication and learning environment. According to the study realized on the university students, it was seen that the teaching carried out through active learning had positive effects in view of learning, teaching and communication.
As seen from the results of the studies presented above, it is determined that attitude and success of the students are effectively increased by using active learning techniques. Through this point of view, it can be clearly claimed that active learning is an effective way of teaching.
Examining the some studies, it indicates that the concepts and subjects about chemistry are not understood by students and leads some confusion in mind (Karamustafaoglu, 2003; Özmen, 2002; Demircioglu, 2002). It is possible to make them clear by teaching these concepts more concretely and through research, observation and experiments. Students should be facilitated with giving responsibilities and helping them to develop their creativeness. It is accomplished through active learning methods. However, examining the related literature, it is obviously observed that there is not any knowledge how much the active learning approached is used for the chemistry teaching. For these reasons it is necessary to examine the reasons why the active-learning is not used to yield permanent learning.
In our country the number of researches carried out on active learning is not sufficient to determine that whether it will be as successful as it is in other countries. Therefore, we need to find answers to the following questions. How often do the teachers use student-centered active learning techniques in chemistry teaching? Do they have sufficient knowledge about active learning techniques? Do they have enough opportunities to realize them in their classes? The purpose of this study was to answer to these questions and to determine chemistry teachers’ thinking and views about student-centered activities carried out in chemistry teaching and learning.
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