Teaching and learning fundamental geotechnics through implementation of active learning - An experiment on how the implementation of active learning on an ordinary lecture affects students learning.
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Typ
Examensarbete för masterexamen
Program
Learning and leadership (MPLOL), MSc
Publicerad
2019
Författare
Larsson, Johanna
Modellbyggare
Tidskriftstitel
ISSN
Volymtitel
Utgivare
Sammanfattning
The goal of teaching any subject is, of course, to achieve the most effective learning. There
are several ways to implement teaching and also many different ways to improve the way
any subject is taught by using the variety of different teaching models available. This
depends on what kind of knowledge a teacher wants to mediate. Fundamental geotechnics
is a subject were new methods of teaching could be prosperous. This conclusion is drawn
from personal experience from studying the course “Geoteknik med grundläggning” on
Chalmers (Chalmers, 2016) and from being part of the course as a teacher for two years. I
am studying to become both a civil engineer and a teacher. This combination of experience
gives me a rather unique perspective as I have knowledge both in the area of teaching and
learning in general, as well as in teaching and learning fundamental geotechnics.
The aim of this project is to create a method usable by teachers with no assumed
pedagogical education and with which active learning can be implemented to an ordinary
lecture in geotechnics. Further, the project aims to investigate whether active learning is
conductive to learning in geotechnics.
A teaching method for implementing active learning to an ordinary lecture was developed.
Active learning was implemented on an ordinary lecture in fundamental geotechnics which
was used in the investigation that consisted of an experiment. In the experiment an
experiment group attended a lecture with active learning implemented and afterward
answered an online survey. The survey contained questions regarding both the students´
remembrance of the lecture´s content and their perception of the lecture’s arrangement.
The answers from the experiment group was compared to the answers from a control group
that attended a lecture with the same content but with no active learning implemented. The
control group answered the same online survey as the experiment group.
According to the result from the performed experiment it is possible to use the developed
method in order to implement active learning to an ordinary lecture. The implementation of
active learning is appreciated by students participating. Whether this experiment shows that
active learning contributes to students remembering more of the content of a lecture cannot
be established in this case as the number of control questions and participants were too
few.
Beskrivning
Ämne/nyckelord
geotechnics , active learning , teaching , teaching models