Exploring the Impact of Student Generated Representations on Student Learning

Autor/in	Gurung, Ganga B.
Titel	Exploring the Impact of Student Generated Representations on Student Learning
Quelle	In: Pedagogies: An International Journal, 18 (2023) 2, S.198-220 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gurung, Ganga B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2021.1975540
Schlagwörter	Foreign Countries; Secondary School Students; Secondary School Teachers; Peer Teaching; Student Diversity; Cooperative Learning; Student Participation; Teacher Role; Student Role; Active Learning; Interaction; Learning Activities; Cognitive Processes; Power Structure; Cultural Differences; Personal Autonomy; Classroom Environment; Grade 6; Social Studies; Grade 9; Social Problems; Nepal + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Peer group teaching; Peer Group Teaching; Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Aktives Lernen; Interaktion; Lernaktivität; Cognitive process; Kognitiver Prozess; Kultureller Unterschied; Individuelle Autonomie; Klassenklima; Unterrichtsklima; School year 06; 6. Schuljahr; Schuljahr 06; Gemeinschaftskunde; School year 09; 9. Schuljahr; Schuljahr 09; Social problem; Soziales Problem
Abstract	This paper presents the impact of student generated representations on students in three secondary schools in Nepal. Qualitative data were obtained from semi-structured interviews, focus group discussions and a classroom observation. Students, teachers and school principals were the research participants of this study. The findings indicated that students can develop a deeper understanding of the subject matter when they have an opportunity to learn through their self-generated representations. Furthermore, evidence drawn from the gathered data indicated that such an innovative pedagogical strategy can enhance student engagement in learning by enabling the learners to remain engaged in more productive discussions. The findings also suggested that learning can become joyful and effective when the students get an opportunity to learn from their peers. Additionally, this classroom pedagogy implemented in a culturally diverse Nepalese context sheds some light on collaborative learning that can foster student empowerment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01