Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Term Paper:
The natural environment provides students with a calm and quiet place to unwind from the noises of the classroom. It nurtures and supports animal-life all year round. This is critical for areas where commercial and residential development is reducing most natural areas. Wildlife especially needs help during the cold and snowy months. Students can also see how it benefits the environment. It also helps connect students to the world of nature. Increasingly, because children are spending more and more times indoors, they are losing touch with nature.
Humans, because they spent their first 14,000 years in nature, have a special bond with the outdoor world. When they are taken away from this environment, through cities, lack of parks, no outdoor play, there can be psychological affects. When taking time to enjoy nature, children will feel better about themselves and the world at large.
We are also going to put a rock and mineral area, which will allow students to better study geology and related areas. Once again, however, this area can be used for other classes as well. Each of the rocks have different colors and textures, comes from different geographical areas, is used for various products and incorporated differently into cultures. Rocks and minerals also help students have a better concept of time of the earth's development and astronomy. Children are always fascinated by gems and minerals, because of the diversity in age, shape, size and colors.
Teachers who use hands-on learning find limitless advantages for helping them teach and encouraging students to learn. For example, teachers say that it encourages students to rely on the evidence instead of upon authority, such as an encyclopedia or a teacher. Students too often cannot make their own decisions and do not have practice to observe and make choices based on those observations. Teachers continually promote students who do not yet have the ability to set up a simple experiment with controlled variables, collect and interpret evidence, or make correct interpretations based upon that evidence.
Hands-on learning provides students with the same set of experiences so everyone can join in the discussions regardless of their socio-economic status or learning ability. In this way, special benefits are not awarded to those who, by virtue of their background, have a greater number of experiences under their belts. Such learning also forces student thinking by requiring interpretation of the observed events, rather than memorization of correct responses. When a text or teacher tells students that plants need light to grow (not really true) students simply memorize this without question and are hindered by false information. However, if children personally germinate seeds in the dark and find that these will grow taller than seeds that are grown in the light, they actually learn by doing. Next, the students can determine why plants in a house grow toward the light. When students carry out their own experiments, they become very familiar with the events and the variables involved. This furthers cause-and-effect thinking.
The importance of giving students direct experiences with materials, objects, and phenomena is supported by experience and understanding of how learning takes place. While information can be gained if taught through books and lectures, true knowledge and the ability to use information gained in new situations requires learning where students study concepts in-depth, and over time. Hands-on learning allows students to build understanding that is applicable and to develop the opportunity to inquire themselves, and to become independent learners.
We look forward to promoting our children's learning through hands-on science programs and projects in the coming years.
Besecker, I. (June 11, 2000). Greensoboro News and Record. Insanity of Testing Mania.
Bredderman, T. (1985). Laboratory programs for elementary school science: A meta- analysis of effects on learning. Science Education, 69(4), 577-591.
Carpenter, R. (1963). A Reading Method and an Activity Method in Elementary Science Instruction. Science Education, April.
Hake, R. (1992). Socratic Pedagogy in the Introductory Physics Laboratory. The Physics Teacher 30(9), 546-552
Institute of Outdoor Learning. Website Retrieved on March 27, 2007 http://www.outdoor-learning.org/what_is_outdoor_learning/index.htm
Shymansky, J., Hedges, L., and Woodworth, G. (1990). A Reassessment of the Effects of Inquiry- Based Science Curricula of the 60's on Student Performance. Journal of Research in Science Teaching 27(2), 127-144.
Silber, K. (1965)…[continue]
"Learning Hands-On Science Learning Has" (2007, March 29) Retrieved October 23, 2016, from http://www.paperdue.com/essay/learning-hands-on-cience-has-38988
"Learning Hands-On Science Learning Has" 29 March 2007. Web.23 October. 2016. <http://www.paperdue.com/essay/learning-hands-on-cience-has-38988>
"Learning Hands-On Science Learning Has", 29 March 2007, Accessed.23 October. 2016, http://www.paperdue.com/essay/learning-hands-on-cience-has-38988
Choosing the most effective style that relates to one's individual personality is very useful in terms of increasing one's learning strengths. I have personally found that in reality most people combine a number of learning styles in developing their unique approach to learning. From my perspective I have found that a combination of both imaginative and analytical learning styles best suits my needs. The emphasis in my approach is however
Perceptual Learning Style Preference in Learning English as a Foreign Language in United Arab Emirates Middle School Students Learning styles-centered education is influential at higher education organizations across the world. Learning styles are qualities of how students choose to learn, and they play a crucial function in learning. These learning styles draw their foundations from both experiential and biological conditions that make every learner distinct in the manner in which he/she
Learning Style Inventory My results: learning style inventory When I learned that my predominant learning styles were those of a visual learner and a social learner, I was not surprised. The theory of multiple learning styles of Howard Gardner resonates what I have known intuitively for a long time: different people are innately talented at different things. "Unlike the established understanding of intelligence -- people are born with a uniform cognitive capacity
Gokhale, a. (1995). Collaborative Learning Enhancing Critical Thinking. Journal of Technology Education, 7, 22 -- 31. In the article titled, Collaborative Learning Enhances Critical Thinking, the authors are seeking to understand the true effect that technology will have on what is known as collaborative learning. This is where students will work together to increase the overall amounts of comprehension of the subject matter. In this article, researchers wanted to know if
Learning Reinforcement For learning to effectively take place, a number of concepts must be brought together and these include but are not in any way limited to environmental, emotional as well as cognitive influences. One of the most prominent learning theories is the social learning theory whose fronting was most prominently done by Albert Bandura amongst others. The Social Learning Theory The social learning theory is founded on the view that most learning
Learning tends to be associated with specific ways of considering events and establishes a student's "explanatory style," or the components of permanence, pervasiveness, and personalization. Permanence refers to someone believing that negative events and/or their causes are permanent, despite the fact that evidence, logic, and past experience indicate that they are instead temporary: "I'll never be good in English." Pervasiveness is generalizing, so a negative aspect of a situation is
In other words, it can be criticized for being somewhat discursive and for not providing any form of comparative analysis. Alternatively, one could argue that methodologically the research falls into the category of a case study, a legitimate form of intensive qualitative research. In the final analysis the article does provide some illuminating insights into the possibilities of literature for social and emotional development in gifted students. Article 3: The Connection