When Learning and Change Collide: Examining Student Claims to Have “Learned Nothing”
Service learning, Learner engagement, College students, Active learning, Universities, Teachers, Learning experiences
The study presents an analysis of student papers at the end of a problem-based course designed to create an active learning environment and encourage a deep approach to learning. It explores the achievement and participation characteristics of students claiming to have “learned nothing” and suggests the impact of student resistance.
Original Publication Citation
“When Learning and Change Collide: Examining Student Claims to Have ‘Learned Nothing.’” (with Stefinee Pinnegar and Patricia Esplin) Journal of General Education 59.2 (2010): 124-140.
BYU ScholarsArchive Citation
White, Justin; Pinnegar, Stefinee; and Esplin, Pat, "When Learning and Change Collide: Examining Student Claims to Have “Learned Nothing”" (2010). Philosophy Faculty Publications. 1.
The Journal of General Education
Copyright 2010 The Pennsylvania State University