Contemplating a Constructivist Stance for Active Learning within Music Education

Scott, Sheila

doi:10.1080/10632913.2011.592469

Cited by 33 publications

(25 citation statements)

References 18 publications

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“…Öğrenenler çevreleri ile etkileşime girdiklerinde, mevcut bilişsel yapılarına uyan fikirleri benimser veya özümserler ve önceden bildikleri yapılara uymayan fikirleri de değiştirirler veya düzenlerler (Scott, 2011).…”

Section: Introductionunclassified

'Constructivist Questions' in Music Education

Aksu¹

2015

SED

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ÖZETÖrgün temel müzik eğitimi süreçlerinde kullandığımız yapılandırma temelli öğretim programlarının kazanımlarını gerçekleştirmede, etkinlikler kadar bu etkinlikleri çevreleyen sorular da çok önemlidir. Bu araştırmanın amacı, yapılandırmacı müzik eğitiminde soru oluşturma, soru sorma, soru sorulma vb. etkinliklerin ve bu soruların düzeylerinin (düşük bilişsel düzey, yüksek bilişsel düzey) önemini ortaya koymaktır. Araştırma betimsel bir araştırma olup belgesel taramalardan 'Genel Tarama' yöntemi ile ele alınmıştır. Araştırma sonucunda; bilginin yapılandırılmasına zemin hazırlayan düşünme eyleminin sorularla aktif hale geldiği, öğretmenlerin etkinliklerle ilerleyen ders sürecini sorularla diri tutmaya çalışması gerektiği, ancak soru oluşturma ve sorma etkinliklerinin özellikle öğrenciler tarafından gerçekleştirilmesi gerektiği yönünde bulgulara ulaşılmıştır. Müzik eğitiminde bir çalgıyı çalıyor olma, bir şarkıyı söylüyor olma veya müzikal öğrenmeleri amaçlayan bir etkinliği yapıyor olma, her ne kadar 'yaparak öğrenme', 'aktivite temelli' öğrenme veya 'uygulamalı öğrenme' kavramlarını yansıtsa da tek başına böyle bir görüntü, öğrenmenin kesinlikle oluşacağının teminatı olmaz. Öğrenme için sorgulama, işbirliği grupları ve problem çözme gibi daha derin yaklaşımların bir arada işe koşulması gerekir. Bu soruların; cevapları 'evet' veya 'hayır' olan sorulardan ziyade, Bloom'un bilişsel alan taksonomisindeki özellikle uygulama, analiz, sentez ve değerlendirme basamağındaki yüksek bilişsel düzey soruları olması gerektiği ve 'soru' kavramı içinde 'soru sorma temelli', 'sorgulama temelli' ve 'sorucevap temelli' yaklaşımların birbirlerinden farklı olduğunun öğretmenler tarafından bilinmesi gerektiği sonucu çıkmıştır. Ayrıca çalışma kapsamında uygulanmakta olan ilköğretim müzik öğretim programından seçilen bazı kazanımlar için Bloom'un bilişsel alan taksonomisi paralelinde çeşitli örnek sorular oluşturulmuştur.

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Section: Introductionunclassified

'Constructivist Questions' in Music Education

Aksu¹

2015

SED

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“…Earlier research has shown that using active learning methods increases positive attitudes and students' interest in the subject, motivates active participation in learning activities, increases intrinsic motivation, makes students more active and creative, develops collaboration and social skills, develops self-management skills and critical thinking abilities and creates an active, engaging, exploring-discovering learning environment (e.g. Kährik, Leijen & Kivestu, 2012;RenterReintamm, 2006;Scott, 2010;2011).…”

Section: Introductionmentioning

confidence: 99%

“…Active learning methods are an integral part of modern education, including music education (see for example Brown, 2008;Kährik, Leijen & Kivestu, 2012;Scott, 2010;2011). Use of active learning methods helps to develop a person who is active, energetic, able to collaborate and think creatively while being empathetic, respectful towards others and willing to collaborate in both small and large groups (Kuurme & Siim, 1991).…”

Section: Introductionmentioning

confidence: 99%

Possibilities Of Using Active Learning Methods In Secondary Schools' Music Lessons

Jürima¹,

Kivestu²,

Steinbach³

2016

C-CRCS Volume v BOOK

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The aim of the present study is to give an overview of active learning methods which could be implemented in the process of teaching music in order to make it more active and promote students' interest towards music as a subject at secondary school level. The study concentrates on how Estonian secondary school music teachers use active learning methods in their lesson activities when teaching ca 13-16 year old students. The following research questions were posed: what kind of active learning methods teachers mainly use in different learning activities when giving music lessons in secondary schools and which active learning methods students consider most interesting and like the most? In order to gather data, interviews with seven secondary school teachers from one Estonian city were conducted. In addition to that, 163 students were also asked to fill out a questionnaire. The results of the study indicate that among active learning strategies teamwork is mostly used in music lessons; on the contrary, interviews, role plays, discussion and outdoor learning activities are used the least. Overall, singing is the most frequent learning activity and musical movement and field trips are used the least often. Based on the results of the study it can be claimed that although teachers believe that they use active learning methods often the students think that it is done rather infrequently. It can also be claimed that teachers do not support their students to apply active learning methods in several areas of curriculum, and seem to need further instruction in how to facilitate students' active learning. Teachers could be more knowledgeable on how to use active learning methods during various activities to wholly support the development of students.

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“…e.g. Brown, 2008;Kährik, Leijen & Kivestu, 2012;Scott, 2010;2011). When using active learning methods "the pupils will employ an analytical approach to answer questions and solve problems".…”

Section: Introductionmentioning

confidence: 99%

“…

AbstractContemporary pedagogies of musical instruments stress the importance of active and reflective learning (Brown 2008, Scott 2011. However, a model for supporting students' reflection in this context is currently missing.

…”

mentioning

confidence: 99%

Developing Tools For Supporting Music Instrument Studies: Model For Reflection

Kivestu

Leijen²

2013

EJSBS

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Contemporary pedagogies of musical instruments stress the importance of active and reflective learning (Brown 2008, Scott 2011. However, a model for supporting students' reflection in this context is currently missing. The aim of the study is to develop and validate a model for supporting music students' reflection processes in the context of music instrument studies. The model identifies the processes of reflection and specifies, based on the challenges of each process, how to support reflection in this context. Expert validation of the model was carried out through focus group interviews with twelve instrument teachers in three different institutes in Estonia. Findings suggest that with minor modifications, the model, developed based on the findings of supporting reflection in various contexts of higher education, is suitable for the context of music instrument studies.

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Contemplating a Constructivist Stance for Active Learning within Music Education

Cited by 33 publications

References 18 publications

'Constructivist Questions' in Music Education

'Constructivist Questions' in Music Education

Possibilities Of Using Active Learning Methods In Secondary Schools' Music Lessons

Developing Tools For Supporting Music Instrument Studies: Model For Reflection

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