More Like Real Life--Motivational Methods of Teaching in Upper Secondary School

Autor/inn/en	Ivarsson-Jansson, Ewa; Cooper, Karen; Augusen, Harriet; Frykland, Marie
Titel	More Like Real Life--Motivational Methods of Teaching in Upper Secondary School
Quelle	6 (2009) 11, S.46-56 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	First Aid; Student Attitudes; Student Motivation; Cooperative Learning; Secondary School Teachers; Teaching Methods; Science Curriculum; Teacher Attitudes; Teacher Role; Knowledge Level; Learning Processes; Cognitive Processes; Case Studies; Fire Science Education; Foreign Countries; Cooperation; Student Responsibility; Teacher Responsibility; Principals; Administrator Responsibility; Sweden + Suchen Sie Ihr Suchwort? Unfallhilfe; Schülerverhalten; Schulische Motivation; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrerrolle; Wissensbasis; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Case study; Fallstudie; Case Study; Fire prevention education; Brandschutzerziehung; Ausland; Co-operation; Kooperation; Lehrverpflichtung; Principal; Schulleiter; Schweden
Abstract	Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students' perception of their own schools' teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools' working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory (Chaiklin, S. & Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986). The conclusions are that the students are encultured into a school's activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers' own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture. (Contains 1 figure and 1 footnote.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10