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Meaningful Activities in Economics to Improve Student Engagement and Self…

- - - - Can be the key to effective education in our highly-digitalized world.
    - - An alternative to real-life field trips is online virtual visits that can be taken via computer.
    - - This also means that it's not necessary to sacrifice a large amount of time on everyday communting.
      - Online studying lets everyone maximize learning.
        
        Through online platforms no worries for paying fees.
      - Students have much freedom today.
      - We need to accept brand new norms and adapt to current circumstances, which means that a new time is coming.
        
        Galleries, libraries, and museums are adapting to the new reality
      - Museums
        
        Museums are even more important now than a few years ago since they can address acute social issues triggered by the pandemic.
        
        They may also shape our society.
        
        The pandemic disrupted a sense of community in people and made many of us feel lonely.
        
        This gives us a valuable feeling of belonging to a group.
        
        Affect future generations through exhibitions.
        
        Interactive online platforms also help children enjoy learning, so they start developing valuable study habits.
        
        Can inspire students to deepen their understanding of how the world works.
        
        Evoke the youth's interest in various disciplines and engage them in discovering new things.
        
        Give knowledge to students of all grade levels and abilities since they provide various resources for individuals of all ages.
        
        Get insights from visiting a museum.
        
        To broaden the outlook beyond the narrow focus on academic work and fulfill more learning needs.
        
        Develop various skills that might be useful for the world outside of the classroom.
- - - - Six levels of engagement: deep engagement, engagement, active compliance, passive compliance, periodic compliance, and resistance.
    - - Used the terms cognitive/intellectual/academic engagement, social/behavioral/participatory engagement, emotional engagement.
        
        Cognitive/intellectual/academic engagement was defined as engagement of the mind. Social/behavioral/participatory engagement as engagement in the life of the school. Emotional engagement as engagement of the heart.
    - - Five types of engagement in classrooms: engagement, strategic compliance, ritual compliance, retreatism, and rebellion.
        
        Engagement must be the goal for meaningful learning because both strategic and ritual compliance lead to superficial learning while retreatism and rebellion often result in little or no learning at all.
    - - Students' feelings of competence and mastery in a social context will offer relationship that support value their unique selves.
    - - Affective engagement - experiencing interest and enjoyment. Behavioral engagement - working hard and exerting mental effort. Cognitive engagement - valuing and caring about the work.
        
        Provided a typology chart for engagement to help teachers identify seven types of engagement in learners that shows what those students may need to become fully engaged.
  - - - Engaging classrooms lead to higher student achievement.
      - Teachers who create more engaging lessons experience fewer or almost no behavioral problems in their classrooms.
      - Asserted that if teachers do not create lessons that foster students' commitment to learning, then teachers cannot expect those students to be active learners who master the material at a deep or meaningful level.
    - - Suggested that 40 to 60% of high school students are chronically disengaged, inattentive, exert little effort, do not complete tasks, claim to be bored.
      - 81% students are bored because of the material, 35% wanted more interpersonal interaction, 33% assignment were not challenging
      - The educators should collaborate more with their students, apply meaningful learning materials, and craft inquisitive lessons.
    - - Brewser and Fager (2000) Elementary-aged students do not experience the same kind of boredom and inanttentiveness as their older peers.
      - Disengagement increases as children move from elementary to middle to high school as early as third grade.
      - Low levels of engagement lead to greater issues resulting to dropping out of school.
    - - Drop-out rates are a clear indication that schools are not engaging children in the way that is needed.
    - - Lessons are not well-designed.
      - Why do students go to school?
        
        academic purpose as primary motivation
        
        graduate from high school to college
        
        Social purpose
        
        wanted to be with their friends and caring adults
        
        family
        
        they owed it to their parents and meet family expectations for education.
    - - Students preferred asking questions and participate appropriately in a low-tech environment with fewer distractions.
        
        Emphasized that is student is not meaningfully engaged, then the professor is not doing a good job.
        
        Educators to recognize opportunities to choose more engaging materials and to create more engaging lessons that address the types of disengagement they observe in their classrooms.
  - - - When students experience difficulty in their learning, they are force to build their knowledge and find creative solutions to their problems.
    - - One-size-fits-all work leads to lose interest especially in gifted students.
    - - A variety of experiences create classroom environments more engaging for all students.
      - The students tend to enjoy tasks that develop new skills and to show what they know. m
    - - Students are likely to engage when tasks are relevant and worthwhile that connects their experiences.
      - Activities and tasks that focus on cooperation and connections appeal to the interpersonal drive.
      - Students are driven to big questions, puzzles, and gaps in logic.
      - Teenagers enjoy participating in conversations around controversial issues and questions that require them to analyze gray areas in an argument.
      - Self-expressions motivates students.
    - - Affiliation is one of the ten qualities of engaging work.
      - Curiosity and controversy: provides novelty and variety that increase engagement.
      - Puzzles and challenging questions tap students' intrinsic motivation.
    - - Connect student's interests and concerns in lessons.
    - - Students who are intrinsically motivated by curiosity, interest, and enjoyment are likely to achieve intellectual and personal goals.
    - - Focus on the importance of the social brain that exploit opportunities for cooperative learning.
    - - High school student preferred discussion or debate, group projects, and role playing.
    - - Curiosity and controversy: create lessons that motivate students in deeper learning and more complex thought.
      - Provide to learn and show innovation and imagination.
      - Honoring individual identity of each student is a powerful way to increase student achievement.
- - - - Increased exposure to a learning task can positively impact self-efficacy in students through mastery experiences (Lodewyk & Winnie, 2005)
    - - When a student with low self-efficacy observes peer success, their own beliefs about their abilities can increase (Alt, 2015, p. 62: Schunk, 2012).
        
        Schunck (2012) and Alt (2015) find that collaboration and peer role models provide mastery and vicarious experiences for students.
        
        By working with peers in collaborative groups or through peer modeling and reflecting on that work with a repeated learning task, students can increase their self-efficacy (Alt, 2015; Lodewyk & Winnie, 2005; Schunk, 2012)
        
        Provided to students when teachers model high self-efficacy through completing challenging tasks (Bolshakova et al., 2011)
  - - - it allows them to mobilize and organize their skills, and in the second, it influences their choice of objectives and actions.
    - - learners with high self-efficacy are more likely to engage in activities that challenge them and provide opportunities to develop skills rather than easy tasks that they have already mastered.
    - - a learner who has some experience in an activity but for some reason begins to doubt their ability to do it may find that their performance is affected.
    - - to make the most of its potential, teachers should allow learners to share their experiences and encourage peer tutoring or cooperative learning.
    - - While a learner’s educational background impacts their current self-efficacy, new experiences can change their perception.
      - This factor should also be a priority when giving feedback on performance, whether good or not, rather than attributing it solely to the learner’s efforts or abilities.
    - - but it is through challenges that we can come to believe in our abilities.
      - Instead, attainable sub-goals or sub-skills that are more easily mastered in the short term and that focus on the process of understanding and learning will gradually increase self-efficacy.
      - he teacher should involve them in the implementation of these objectives.