1. Getting our Hands around Hands-on Learning By Jennifer Wyld Winter 2011

2. Hands on materials can impact in learning environments Student centered classrooms Self chosen work Self paced Photo by Jennifer Wyld

3. Hands-on manipulative materials for concrete understanding Specially designed materials for self- correction Student generated projects/experiments

4. Self directed projects Students work individually or in small groups Strong sense of community of learning Photos by Jennifer Wyld

5. Theoretical Framework Self-determination Theory – Cognitive evaluation theory (Ryan and Deci) Choice and freedom lead to motivation and engagement (Maria Montessori) Constructivism (Rogoff) Photo by Jennifer Wyld

6. Literature Review Findings The data supports that Montessori children have a higher level of self-regulation and a more consistent growth in self-regulation skills over the 3 year period of the study than non- Montessori children (Evrin et al, 2010)

7. … an autonomy supportive style represents a prototype of the sort of interpersonal relationship that facilitates students’ autonomous motivation and classroom engagement. (Reeve, 2006) That most people show considerable effort, agency, and commitment in their lives appears in fact, to be more normative than exceptional (Ryan and Deci, 2000) Three patterns of teaching: presenting science as facts or procedures, science as a product of the thinking of others (follow along), and science as a thinking or inquiry process with student thinking as a knowledge source (Kang, 2008)

8. Teaching Goals and Practice of Pre-service Teachers can Change! Study done on pre-service teachers at OSU in science education- epistemologies and goals by Nam-Hwa Kang in 2006. Methods Course advocated a reform based, constructivist approach Data gathered from learner history, essays, classroom observations and reflections

9. Before classroom experience, 26% identified as teaching in this style During classroom experience 36% observed to teach in this style In reflections, another 13% indicated they would have, but felt constrained Study findings were promising

10. The common reason for those who were able to demonstrate more sophisticated epistemologies in action was that they tried out science methods advocated in the methods course. Learning to Teach Science: Personal Epistemologies, Teaching Goals, and Practices of Teaching (Kang, 2008)

11. Methodology for this project included a small sample Qualitative study on students enrolled in an introductory physics class – All female – Freshmen to Junior year - Education majors, physics major

12. Classroom observations yielded good examples Examples of teacher supported autonomy were observed during two days of sound experiments with tuning forks What did you find out? What are you trying to do?

13. Student interviews provided insights What kinds of assignments do you personally find most interesting and motivating? – Definitely the ones where I can kind of create things to learn – I like having problems that I just have to figure out- just give me a problem and tell me to go for it – Assignments that you have to go and do something for the class versus on-line work… it motivates me

14. What classes did you enjoy most in high school? Why? I liked doing projects. I remember making a cell model in biology and a roller coaster to study movement in physics, visual, hands on projects Science- I like doing projects at home and in class, hands on, making our own models of things

15. Reading student reflections was a valuable resource. I feel like I learn a lot more by being given the opportunity to explore a phenomenon and communicate with my peers, rather than learning from a worksheet Science is everywhere if we care to listen and learning and teaching can happen at unexpected places and in unexpected ways I also feel I understand everything I’ve learned better because this type of learning has given me a feeling of ownership over the knowledge I’ve gained.

16. …having been given the opportunity to experiment with the forks was very useful to me, and I enjoyed having the time to explore my curiosities about sound …it gave us a taste of the real scientific method and putting it into practice. It’s how I always imagined real research to be, trying different things to see how it affects or doesn’t affect a certain result The guided learning also is directed toward getting a particular expected result. Instead of trying to come to a conclusion about the observations, you are trying to make the observations fit the preordained conclusion

17. I feel more encouraged to think outside the box, and to not only think about other options and ideas, but to actually put them into action! Being able to look into my own developed questions and curiosities, I was able to experience how an experiment is typically played out

18. One last study to keep in mind Study done by Herbert Cohen comparing two groups, both using manipulative materials – Prescribed and at desks – Freedom to explore and move “Supplying students with manipulative materials does not, in and by itself, appear to be adequate in promoting the development of logical structure.”

19. Results were promising Chance to follow own interests Encourages inquiry Validating to students Perception of deeper understanding Autonomy does encourage student engagement Phot by Jennifer Wyld

20. Barriers to Hands on Learning Class size Access to resources Design of space Time constraints School/class culture Assessment pressure Philosophy/pedagogy style Our own educational experiences

21. What are the Solutions? Think about the barriers and proactively problem solve Get someone else’s perspective Inspire yourself!

22. References Cohen, H. (1984). The effects of two teaching strategies utilizing manipulatives on the development of logical thought. Journal of Research in Science Teaching, 21(8), 769-778. Ervin, B., Walsh, P., Mecca, M. (2010) 3 – Year study of self-regulation in Montessori and non-Montessori classrooms. Montessori Life, 22(2), 22-31. Kang, Nam-Hwa. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24, 478-498. Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106 (3), p. 225-236. Ryan, Richard, and Edward Deci. (2000)."Self-Determination Theory and the Facilitaion of Intrinsic Motivation, Social Development, and Well-Being." American Psychologist. 55(1), 68-78.

23. Thanks! Jennifer Wyld wyld@efn.org Oregon State University Free Choice Learning Science Education Department