Effectiveness of Hands on Learning
The Effectiveness of Hands-on Learning in the Classroom
Chapter 1
INTRODUCTION
Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward learning. Since so much learning occurs during this period, the elementary school years are considered critical for development (Helm, 2000).
Statement of the Problem
Improving the quality of teaching in America's schools continues to be a central focus of educational reform. Constant decreases in academic achievement have alarmed school officials, lawmakers, and parents. The decline in academic achievement can be attributed to students' difficulty in visualizing and understanding elementary science and arithmetic problems.
As a result of poor standardized test scores, researchers are constantly providing teachers with new methods that can be used to teach content-area information. Although the traditional methods of teaching have been used for decades, academic performance has not increased. In fact, this teaching method has contributed to creating an atmosphere of low motivation, boredom and difficulty in understanding the content (Gariity, 1998). A proposed teaching method for improvement is the hands-on learning approach. Hands- on activities allow students to handle, manipulate, or observe science and mathematical processes and result in enhanced learning, a motivation to learn, and the development of skills and strategies for
Chapter 1
INTRODUCTION
Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward learning. Since so much learning occurs during this period, the elementary school years are considered critical for development (Helm, 2000).
Statement of the Problem
Improving the quality of teaching in America's schools continues to be a central focus of educational reform. Constant decreases in academic achievement have alarmed school officials, lawmakers, and parents. The decline in academic achievement can be attributed to students' difficulty in visualizing and understanding elementary science and arithmetic problems.
As a result of poor standardized test scores, researchers are constantly providing teachers with new methods that can be used to teach content-area information. Although the traditional methods of teaching have been used for decades, academic performance has not increased. In fact, this teaching method has contributed to creating an atmosphere of low motivation, boredom and difficulty in understanding the content (Gariity, 1998). A proposed teaching method for improvement is the hands-on learning approach. Hands- on activities allow students to handle, manipulate, or observe science and mathematical processes and result in enhanced learning, a motivation to learn, and the development of skills and strategies for
References: Berk, E. (1999). Hands-on Science: Using Manipulatives in the Classroom . North Carolina Cluck, M. & Hess, D. (2003). Improving student motivation through the use of multiple intelligences Frederick, L. R. & Shaw, E. L. (1998). Effects of science manipulatives on achievement, attitudes, and journal writing of elementary science students Frederick, L. R. & Shaw, E. L. (1999). Frederick, L. R. & Shaw, E. L. (1998). Effects of science manipulatives on achievement, attitudes, and journal writing of elementary science students Garrity, C. (1998). Does the use of hands-on learning, with manipulatives, improve the test scores of secondary education geometry students? (ERIC Document Reproduction Service No Gresham, G., Sloan, T., & Vinson, B. (1997). Reducing mathematics anxiety in fourth grade "at-risk" students Wenglinsky, Harold. (2000). How teaching matters: Bringing the Classroom back into discussions of teacher quality