Testing the hierarchical SDT model: the case of performance-oriented classrooms

Testing the hierarchical SDT model: the case of performance-oriented classrooms

TLO 5: Examine Historical Issues by Undertaking Research According to the Methodological and Ethical Conventions of the Discipline

Threshold Learning Outcome 5 requires students to examine historical issues by undertaking research according to the methodological and ethical conventions of the discipline'. This chapter explores several ideas for approaching this TLO, with a focus on developing student empowerment and agency within the classroom. By encouraging students to reflect on their own thinking processes, students arc motivated to regard themselves as active participants in the creation of historical knowledge. Specifically, this chapter will emphasise the importance of: introducing students to the fundamentals of historical practice; advising students or ethical conventions; engaging students with the theoretical and methodological conventions of the discipline; and encouraging students to engage in reflective practices

Student Motivation and Resistance in Active Learning Classrooms

Although the positive effects of active learning (AL) on students’ learning and attitudes are well documented, there seems to be an equally large amount of evidence suggesting that students resist AL. In this chapter, we explore this AL paradox by describing a study that employed a novel AL approach aligned with reform documents and a consensus definition of AL in order to uncover sources of motivation from and resistance to AL. The purpose of the chapter is to aid college science instructors in recognizing these sources of motivation and resistance in their own classrooms so that they are able to emphasize the former and address the latter