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Culture, Knowledge, and Assessment in Active Learning 21

developed in their classes. Vertical knowledge becomes a tool as it functions as foundation
of their understanding of life forms and their interaction with the environment. Learning of

vertical knowledge is not restricted in the classroom as students need to get expert support
from local biologists, environmentalists, or even the landscape artists and engineers of the
park. The support ensures that the information in the designs factually reflects the ecosystem
of the park. Literacy can also be a tool: students can conduct a review of successful practices
on environmental education in public spaces around the world. They can learn from these
models to design localised strategies. Horizontal knowledge, also, has a place in this project:
students should do a physical survey of the park, where they can conduct observations on

physical space, time, and people’s behaviour. The observations can be used as a basis on the
behaviours that need to be addressed. Additionally, they can be used as a basis of strategic
placements of signages around the park.

Conclusion
The chapter discussed some important considerations in the use of active learning strategies
in classroom. Active learning is heavily linked to constructivism and student-centered approach
which can impose some issues in student learning. Pedagogies based on constructivism take
learners’ experiences as a point of departure in teaching and learning design and implementation.

Therefore, it is paramount to take learners’ experiences into utmost consideration in the uptake
of active learning. Teachers need to understand that experiences of students that they bring
in a learning environment are shaped by their cultural capital. Cultural capital potentially
creates inequalities among learners. Therefore, teachers should use active learning strategies
in ways that do not perpetuate student inequalities. Active learning strategies should be used
with a purpose and goal. Another fundamental consideration the teachers have to take is
the recontextualisation of horizontal knowledge to vertical. Central to formal education is

vertical knowledge. Learners belonging to high socio-economic status are often exposed to
complex discourses at home compared to learners with low socio-economic status. Complex
discourses are similar to discourses of formal education giving former learners an advantage at
school. Adequate support from the teachers is essential as not all learners can recontextualise
horizontal knowledge to vertical independently. The last consideration is the forms of
assessment that greatly influence active learning. Due to the traditional paper-based exams
in classrooms as well as standardised examinations in basic education, tertiary education, and
professional level, teachers tend to resort to traditional way of teaching – memorisation and
rote learning. Assessments are a crucial part of teaching and learning. Therefore, they should

be practice-based and aligned with the educational goals and socio-economic interest of the
community.