Workshop (11)

Active Learning in Science: The Case of Colours
Mojca Čepič
Faculty of Education University of Ljubljana, Slovenia
Mojca ICIE Conference
Although every learning is an active process, the term active learning in science education is used for the approach, in which students discover relations among relevant variables in a mode of scientific method through performing experiments as an inquiry. Scientific method is usually considered as collecting data from observations and measurements to become familiar with the problem, an organization of data for recognition of possible patterns, a formation of hypothesis trying to explain data patterns (hypothesis), designs of new experiments for verification or for ruling out hypotheses. The main purpose of learning the scientific method is that students acquire the attitude to drawing conclusions based exclusively on evidences and not on hearsays or opinions, even in everyday life.
More approaches stimulate learning of scientific method, for example: POE - Predict, Observe, Explain (White, Gunstone, 1992), IBL - Inquiry Based Learning (McDermott, 2014), ISLE Investigating Science Learning Environment (Etkina et al, 2013), all of them stemming from experimenting with the purpose to verify predictions (hypotheses). In this contribution, we shall briefly discuss these approaches, their advantages and disadvantages. Next, the participants will apply these approaches to investigate the colours with the purpose to discover the rules for their creation on the computer screen and by the colour printer. The activity will additionally consider the guidance for less able students and the creation of open-end problems relevant for students with higher abilities.
 
References
Etkina, E., Vollmer, M., Planinšič, G., (2013). A simple optics experiment to engage students in scientific inquiry, American Journal of Physics. 81: 815-822.
McDermott, L., (2014). Melba Newell Phillips Medal Lecture 2013: Discipline-Based Education Research—A View From Physics,American Journal of Physics. 82: 729-741.
White, R. T., Gunstone, R. F. (1992). Probing Understanding. Great Britain: Falmer Press.