METHODS FOR STIMULATION OF ACTIVE LEARNING IN STUDENTS

Abstract

In pedagogical practice as a whole there is a growing tendency of employing methods and means that stimulate and activate students to learn during the training process and to enhance their cognitive and professional competencies. An empiric study has been conducted, to discuss and analyze the level of assessment made by students, on methods for active learning stimulation. A survey has been conducted among students studying in two professional orientations. An assessment card has been developed, with main question “Lecturers stimulate active learning of students by using predominantly the following training methods”, structured in two main parts: a) assessment of methods used by the lecturers in the process of training (from 2 to 6 ascending index scale); b) lecturers create conditions for active learning of students by providing opportunity for students to ask questions; give freedom for sharing own ratiocinations; use multimedia devices; include examples from practice; relate the problem to students’ future profession; use various means and techniques (three-index responsive scale: 1 – never, 2 – sometimes, 3 – always). Scope of survey - 102 students from the Medical college at the Medical University of Pleven, from two departments - Health Care (N = 45) and Social Activities (N=57) who have participated voluntarily. The data from the survey for the first part of the question have been analyzed for each department and for the second part the total results from the survey among students from both professional orientations have been shown. Relative rate of highest index responses only are displayed in tables, as they use the highest index and show most determined, explicit choice. The three units subject to analysis, with highest rate of assessment of training methods employed by lecturers, marked by the respondents from Health Care Department are: Seminars -77,78%, Laboratory and Practice - 76,56%, Lectures - 62,22%; results for respondents from Social Activities Department: Case Solving - 68,42%; Lecture, Game Method, Situational Method - 66,68%; Project Method - 56,14%. Regarding the methods for activation of students attitude during the training process the first three places of highest absolute rate of units of analysis, the respondents determine “opportunity for students to ask questions”- 85,29%; “freedom for sharing own ratiocinations” - 82,35%; “using multimedia devices” - 79,41%. The employed methods of training define the main frame for the learning process and support the subject-subjective pedagogical interactions between lecturers and students, for achieving specific educational objects and stimulation the activity in mastering professional knowledge, for creation of a real relation between training and practice. In the training process the lecturers stimulate students’ active attitude by creating conditions for searching answers to various issues, for free expression of opinions and self-development of future specialists.