The impact of pedagogical experimentation on student learning and engagement a comprehensive review
DOI:
https://doi.org/10.13129/2035-858X/QdI.2024.135-143Abstract
This review examines the impact of pedagogical experimentation on student learning and engagement. Through an extensive literature search and analysis of empirical studies, this review explores the effectiveness of various instructional practices, including active learning approaches, flipped classrooms, project-based learning, and technology integration. The findings highlight the positive effects of pedagogical experimentation on student academic performance, knowledge retention, critical thinking skills, and motivation. Additionally, the review addresses challenges such as resource constraints, resistance to change, and the need for training and professional development. By identifying the benefits and considerations associated with these experiments, this review provides valuable insights for educators seeking to implement innovative instructional practices and create dynamic learning environments.
References
Darling-Hammond L., Bransford J.D. (2005), Preparing teachers for a changing world: What teachers should learn and be able to do, pp. 358-389.
Helle L. Tynjälä P., Olkinuora E. (2006), Project-based learning in post-secondary education–theory, practice and rubber sling, in “Higher Education”, 2006, 51(2), pp. 287-314.
Hew K. F., Cheung W.S. (2013), Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice, in “Educational Research Review”, 2013, pp. 47-64.
Johnson D. W. (2014), Reaching out: Interpersonal effectiveness and self-actualization, Boston, MA, Allyn & Bacon.
Prince M. (2014), Does active learning work?, in “Journal of Engineering Education”, 2014, 93(3), pp. 223-231.
Tessmer M. (1993), Planning and conducting formative evaluations: Improving the quality of education and training, London, Kogan Page.
Tucker B. (2012), The fipped classroom, in “Education Next”, 2012, 12(1), pp. 82-83.
Wayne A. J. et All. (2008), Experimenting with teacher professional development: Motives and methods, in “Educational Researcher”, 2008, 37(8), pp. 469-479.
Weston C., McAlpine L., Bordonaro T. (1995), A model for understanding formative evaluation in instructional design, in “Educational training research & technology”,1995, 43(3), pp. 29-48.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Tatsiana Karachun
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Quaderni di Intercultura pubblica in Internet ad accesso aperto con licenza:
CCPL Creative Commons
Attribuzione - Non commerciale - Non opere derivate 3.0
L'autore conserva il copyright sul suo contributo, consentendo tuttavia a chiunque "di riprodurre, distribuire, comunicare al pubblico, esporre in pubblico, rappresentare, eseguire e recitare l'opera", purché siano correttamente citati l'autore e il titolo della rivista.
L’autore, al momento della proposta di pubblicazione, è inoltre tenuto a dichiarare che il contenuto e l’organizzazione dell’opera è originale e non compromette in alcun modo i diritti di terzi, né gli obblighi connessi alla salvaguardia di diritti morali ed economici di altri autori o di altri aventi diritto, sia per testi, immagini, foto, tabelle, sia per altre parti di cui il contributo può essere composto. L’autore dichiara altresì di essere a conoscenza delle sanzioni previste dal codice penale e dalle leggi speciali per l’ipotesi di falsità in atti ed uso di atti falsi, e che pertanto Studi giraldiani è esente da qualsiasi responsabilità di qualsivoglia natura, civile, amministrativa o penale, e sarà dall'autore tenuta indenne da qualsiasi richiesta o rivendicazione da parte di terzi.
