Hands-On Learning

Paper Summary:

The paper explains that hands-on learning is being involved with in-depth investigations about objects, materials, phenomena and concepts and interpreting meaning and understanding from these experiences. The paper discusses how hands-on learning incorporates more discovery type of learning and less pencil and paper education. The author describes how he/she plans to incorporate hands on learning into his/her science curriculum.

From the Paper:

"The concept of hands-on learning stems back to early education philosophy. In the early 1800s, Johann Heinrich Pestalozzi argued that rather than dealing with words, students should learn through activity and things. They need to be free to follow their own interests and draw their own conclusions. He put a strong focus on the child's spontaneity and self-activity. Teachers should not give students ready-made answers, but have them locate the answers themselves. In order to do this, it is necessary to cultivate and encourage their powers of seeing, judging and reasoning (Silber, 1965, p.140). The goal is to educate the entire child-- hands, heart and head."

Sample of Sources Used:

• Besecker, I. (June 11, 2000). Greensoboro News and Record. Insanity of Testing Mania.
• Bredderman, T. (1985). Laboratory programs for elementary school science: A meta- analysis of effects on learning. Science Education, 69(4), 577-591.
• Carpenter, R. (1963). A Reading Method and an Activity Method in Elementary Science Instruction. Science Education, April.
• Hake, R. (1992). Socratic Pedagogy in the Introductory Physics Laboratory. The Physics Teacher 30(9), 546-552
• Institute of Outdoor Learning. Website Retrieved on March 27, 2007 http://www.outdoor-learning.org/what_is_outdoor_learning/index.htm

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