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Article

Extending the constructs of active learning: implications for teachers' pedagogy and practice

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. https://doi.org/10.1080/09585176.2011.627204

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.

Keywords
active learning; constructivism; curriculum; lifelong learning; pedagogy; Active learning; Critical pedagogy

Journal
Curriculum Journal: Volume 22, Issue 4

StatusPublished
Author(s)Drew, Valerie; Mackie, Lorele
Publication date31/12/2011
Date accepted by journal01/01/1990
URLhttp://hdl.handle.net/1893/3605
PublisherTaylor & Francis (Routledge)
ISSN0958-5176
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