|Author(s)||Thomas Bauer, Marie Clarke, Eilina Dailidiene.|
Introduction: Mathijssen and van Raak argue that active learning in citizenship education does not involve predefined and unchangeable sets of knowledge, attitudes and capacities that can be learned once and for all. It is a diverse and dynamic reality (Mathijssen & van Raak, 2002, p. 29). Hendrikson, (1984) has made the point that while experimental research continues to show the usefulness of active learning, descriptive research indicates little application of active learning methods. In his study on schooling Goodlad (1983) noted: a preponderance of classroom activity including listening, reading textbooks, completing workbooks and worksheets, and taking quizzes--with a paucity of activities requiring problem solving, the achievement of group goals, student's planning and executing a project, and the like). (quoted in Hendrikson, L. 1984 ERIC Digest) It is necessary therefore to explore the concept of active learning and its use within citizenship education classes.