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18 Monaliza Hernandez Mamac

is not always the case. Mayer (2009) argues that active learning strategies are often linked to
active behaviours; however, direct approach has a potential to be ‘active’ if given ‘appropriate

cognitive activity during learning’ (p. 185). Mayer gave a scenario which is commonly perceived
as passive learning: A Math teacher models how to solve mathematical problems using algebraic
equations and examples and asks the students to apply the solution to another example. In
this scenario, the students are engaged in an active mental activity. The direct instruction gave
the learners the knowledge framework needed to solve a mathematical problem. He adds that
the assumption that direct approach is passive learning ‘confuses constructivism as a theory of
learning (which emphasizes cognitive activity during learning) and constructivism as a prescription

for instruction (which emphasizes behavioural activity during learning)’ (Mayer, 2009, p. 185).
Situation 2 from the previous section is an example of the function of active learning as a
support in recontextualising learners’ horizontal knowledge to vertical.
Situation 2
The professor asked the students to dissect and observe two plants – a cone and a flower
– under a magnifying glass. The professor asked the students a set of questions on plants’
structure. The students, then, compared the structures of the cone to the flower. He wrote
the students’ observations on the board. The professor revealed that the cone is a part of a
plant that belongs to a group called “gymnosperm”. He then proceeded to lecture. After the

lecture, the professor conducted a Think-Pair-Share where students share what they have learnt
and questions they have. Before the class ended, he gave the weekly reading to the students
on gymnosperm.
Observe that the professor did not tell the learners their topic until they did the dissection
activity and observed the plants’ physical structure. The dissection activity actively involves
the learners in the learning process. The professor utilised students’ horizontal knowledge of
basic physical structure (e.g. shapes, sizes, colour, texture) and the plants they see in everyday

life. He bridged this horizontal knowledge into vertical by linking their physical onservations
into a specialised concept in Botany, gymnosperm. The active learning strategy was used as a
support mechanism in the recontextualisation of knowledges. The professor then combined it
with explicit instruction: a lecture. Students value the integration of lectures and cooperative
learning activities in their learning experience (Cavanagh, 2011). Students are “satisfied that
there is an appropriate mix of content delivery and active engagement” (Cavnagh, 2011, p. 30).

Influence of Curriculum and Assessment to Actual Pedagogical Practice
Curriculum and forms of assessments can affect active teaching and learning practices.
In secondary school, some teachers, albeit trying to use active learning in teaching, tend to

resort to traditional paper-based examinations as assessments. Chaumklang (2013) examines
high school Physics teachers’ perception on student-centred learning and compared it to their
actual pedagogical approach. It is revealed that teachers’ conception of the active learning
is not necessarily parallel to their teaching practices (Chaumklang, 2013). Thai teachers who
try to incorporate active learning often resort to passive instruction and examinations in their