ACTIVATING TEACHING METHODS, STUDYING RESPONSES AND LEARNING Hans Peter Christensen 1 , Martin E. Vigild 2 , Erik V. Thomsen 3 , Peter Szabo 2 , Andy Horsewell 4 1 Arctic Technology Centre & LearningLab DTU hapech@sanilin.gl 2 DTU Chemical Engineering mev@kt.dtu.dk, ps@kt.dtu.dk 3 DTU Nanotech erik.v.thomsen@nanotech.dtu.dk 4 DTU Mechanical Engineering anho@mek.dtu.dk Abstract Students’ study strategies when exposed to activating teaching methods are meas- ured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed. Workshop topic Beyond active learning I INTRODUCTION Teaching methods for active learning are supposed to activate the student with hands-on activities followed by critical reflection and in this way give the student a deep understanding of the subject. But how do students actually respond to activat- ing teaching methods? Students’ study strategies have previously been investigated [2][3]. Students’ ap- proaches to learning have also been extensively analysed using the deep-surface methodology [5][6]. This method does not, however, tell what the students actually are doing when studying, and a reported correlation with study strategy was based on few data [4]. The Teaching, Studying and Learning (TEST-LEARN) project, de- scribed here, focuses specifically on the behaviour and learning outcome of students exposed to activating teaching methods in an otherwise traditional lecture-based learning environment at the Technical University of Denmark (DTU). In the TEST-LEARN project, the students’ study strategies were registered and the students were given several tests to determine their background, learning approach and learning outcome. This first report on the results from the project analyses the students’ study strategies and raises some questions on the relation between study strategy and learning outcome.