Perspective on Hand-on LearningDavid L. Haury and Peter Rillero, 1994
What are the benefits of hands-on learning? How do I justify a hands-on approach? Teachers who embrace hands-on learning in science seem to recognize certain desirable outcomes and endorse student-centered instructional approaches. Research has confirmed many of the seemingly intuitive benefits of hands-on learning and has also documented a variety of unanticipated benefits. But what effects of hands-on learning are seen by advocates as most important or valuable? Teacher Responses
Developer Thoughts
Although these words may not be the exact translation, they underscore the need for a hands-on approach to science teaching. Without this approach students must rely on memory and abstract thought, two methods which restrict learning in most students. By actually doing and experiencing science, students develop their critical thinking skills as well as discover scientific concepts. This self discovery stays with students throughout their lifetimes while memory fades. Carol J. Stadum, The Planetary Society (producers of Marslink teaching packets), Pasadena, CA Notes from the literature
Option 2: Find a puddle. Add one seven-year-old child. Mix thoroughly. Stomp, splash, and swish. Float leaves on it. Drop pebbles into it and count the ripples. Measure the depth, width, and length of it. Test the pH. Look at a drop under a microscope. Measure 250 mL of puddle water and boil it until the water is gone. Examine what is left in the container. Estimate how long it will take for 250 mL of puddle water to evaporate. Time it. Chart it. Now ask the child to talk about the puddle. If you were a seven-year-old child, what option would stimulate you to talk about the puddle? That's what hands-on science is all about - allowing students to experience science fully" (Donivan, 1993, p. 29). There are a plethora of benefits that teachers and curriculum developers adduce to hands-on learning to justify the approach in science. Benefits for students are believed to include increased learning; increased motivation to learn; increased enjoyment of learning; increased skill proficiency, including communication skills; increased independent thinking and decision making based on direct evidence and experiences; and increased perception and creativity. Research supports many of these claims by providing evidence that the learning of various skills, science content, and mathematics are enhanced through hands-on science programs. Students in activity-based programs have exhibited increases in creativity, positive attitudes toward science, perception, logic development, communication skills, and reading readiness. These benefits seem more than sufficient justification for promoting hands-on learning. However, Jeff Brodie provided an important addition - it makes science fun for both the student and teacher. Given the recent concerns about science anxiety and avoidance, enjoyment of science learning seems a worthy goal to be considered in choosing instructional approaches in science. |