Date of Award

11-21-1994

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Cathy Ann Gilham

Abstract

As students become more involved in the teaching/learning process, attitudes toward school and learning improve. Active participants take responsibility for their learning, express their own ideas, and acquire skills in thinking and problem solving. This paper will examine the process of active learning in several elementary classrooms. Research for this project was done at an alternative elementary school in Eugene. Observations of K-5 classrooms revealed active and passive learning, g"iving insight into different ways students learn and how active learning is accomplished. Interviews with teachers provided opinions and attitudes toward active learning. A teacher survey focused on strategies and concerns educators have in regard to an active learning approach. Different approaches for making learning meaningful as well as enjoyable were explored in this study. Results suggest that active child-centered classrooms increase positive attitudes toward learning. Finally, this project revealed teacher perceptions about active learning and their attitudes toward this approach in their classrooms.

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