Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3605
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Extending the constructs of active learning: implications for teachers' pedagogy and practice
Authors: Drew, Valerie
Mackie, Lorele
Contact Email: v.m.drew@stir.ac.uk
Keywords: active learning
constructivism
curriculum
lifelong learning
pedagogy
Issue Date: Dec-2011
Publisher: Taylor & Francis (Routledge)
Citation: Drew V & Mackie L (2011) Extending the constructs of active learning: implications for teachers' pedagogy and practice, Curriculum Journal, 22 (4), pp. 451-467.
Abstract: Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy discourses, definitions, interpretation and enactments in educational settings, and resultant pedagogical implications. A more robust theoretical framework is presented to support educator understanding which synthesises and extends current constructs and which bridges the divide between active learning considered as either theory of learning or pedagogical strategy.
Type: Journal Article
URI: http://hdl.handle.net/1893/3605
DOI Link: http://dx.doi.org/10.1080/09585176.2011.627204
Rights: Published in Curriculum Journal by Taylor & Francis (Routledge).; This is an electronic version of an article published in Curriculum Journal, Volume 22, Issue 4, December 2011, pp. 451 - 467. Curriculum Journal is available online at: http://www.tandfonline.com/openurl?genre=article&issn=0958-5176&volume=22&issue=4&spage=451
Affiliation: Professional Education
Initial Teacher Education

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