Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses
Bibliographic Data
| ID | 21345536 |
|---|---|
| Authors | Tuva Bjørkvold (0000-0001-7396-9064, OsloMet – Oslo Metropolitan University, corresponding author), Erik Ryen (0000-0002-4727-0249, OsloMet – Oslo Metropolitan University) |
| Year | 2021 |
| Volume | 53 |
| Issue | 6 |
| Pages | 784-801 |
| Publication date | 2021-11-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220272.2021.1881168 |
| OpenAlex | W3132833385 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
This study investigates how students and teachers perceive learning outcomes when employing an inquiry-based learning approach, and how this relates to two conflicting perspectives on teaching and learning in the \nNorwegian curriculum. The informants are strategically chosen from among Norwegian elementary schools that use the ‘students as researchers’ approach, whereby the students develop research questions, form hypotheses, decide which research methods to use, and conduct the research. The conceptualization of learning outcome is connected to the traditions of Didaktik, whereby matter and meaning are separated and the outcome cannot be predicted in advance, and outcome-based education, where the learning outcome is defined in advance as the first element of instructional planning. Twelve semi-structured interviews were conducted, and the data was analysed qualitatively using the NVivo 12 software. Although the students engage with the same subject \nmatter, the results show a considerable variation in what they report having learned. Additionally, the teachers are often unable to plan for the outcomes of the lessons. Our findings therefore emphasize why an awareness of different understandings of teaching and learning is decisive in capturing perceived learning when applying methods such as ‘students as researchers’
Conceptualization · Curriculum · Mathematics education · Meaning (existential) · Norwegian · Outcome (game theory) · Pedagogy · Plan (archaeology) · Subject matter · Teaching method · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002
How literacy in its fundamental sense is central to scientific literacy
Case Study Research
Why Minimal Guidance During Instruction Does Not Work
Social and emotional skills in curriculum reform
Restrained Teaching
Interviews – Learning the Craft of Qualitative Research Interviewing
Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession
Introduction
Inquiry in science education
| Citations per year | 0.33 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |