Norwegian teachers' conceptions of and stances towards active learning:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Bodoe
Nordland Research Institute
2011
|
| Schriftenreihe: | NF-rapport
2011,11 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 352 S. graph. Darst. |
| ISBN: | 9788273216182 |
Internformat
MARC
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| 245 | 1 | 0 | |a Norwegian teachers' conceptions of and stances towards active learning |c Wench Rønning |
| 264 | 1 | |a Bodoe |b Nordland Research Institute |c 2011 | |
| 300 | |a 352 S. |b graph. Darst. | ||
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Datensatz im Suchindex
| _version_ | 1804150135749345280 |
|---|---|
| adam_text | IMAGE 1
4
CONTENTS
ACKNOWLEDGEMENTS 1
ABSTRACT 2
T ABLES 8
F IG URE S 9
INTRODUCTION TO THE THESIS 11
PART I: HISTORICAL AND THEORETICAL BACKGROUND 23
INTRODUCTION TO P ART I 24
1. ACTIVE LEARNING - ORIGINS AND DEVELOPMENT 26
1.1 BRITISHAND AMERICAN PROGRESSIVISM
.........................*.........*..*.......................................................................
26
1.2 JEAN PIAGETS INFLUENCE ON PROGRESSIVE EDUCATION
....**********.****................******.**..******...................**********........
31
1.3 LEARNINGASASOCIALAND CULTURALPROCESS-VVGOTSKY AND
BRUNER..**......******************...................**************.. 34
1.4 PROGRESSIVE EDUCATIONIN
SWEDEN..............................*************...................****....******....................**.*.*.****.......
35
1.5 THE DANISH PROJECT MOVEMENT
.....**.************************................**..*..*********................***.***..**..**................*******
41
2. ACTIVE LEARNING IN THE HISTORICAL CONTEXT OF NORWEGIAN EDUCATION
..........................................................................................................................................................
46
2.1 THEFORERUNNERS OFTHE NORWEGIANREFORMPEDAGOGV
MOVEMENT****..*****..................*********..................*******.
.46 2.2 NORWEGIANEDUCATIONAL REFORMIN THEINTERWARPERIOD - N39
*************.......****************....................*******..... .47
2.3 ACTIVELEARNINGIN POST-WARNORWEGIANNATIONALCURRICULA
..***................****************.....................*******........
52
2.3.1 INTRODUCTION 52
2.3.2 THE 1974 CURRICULUM GUIDELINES JOR COMPULSORY EDUCATION IN NORWAY,
M74 54
2.3.3 THE 1987 CURRICULUM GUIDELINES JOR COMPULSORY EDUCATION IN NORWAY,
M87 61
2.3.4 THE 1997 CURRICULUM GUIDELINES JOR THE 10-YEAR COMPULSORY SCHOOL
IN NORWAY, L97 69 2.3.5 CURRICULUM JOR KNOWLEDGE PROMOTION, LK06 - THE
CURRENT NATIONAL CURRICULUM 80
3. RETROSPECT AND PROSPECT: THE FOCUS OF THE PRESENT STUDY 86
3.1 INTRODUCTION
......................................********...****.***....................*****.********..................***...........................*.****
86
3.2 THECONCEPT
OFTEACHING*********.................................***.......*****.................****...................*******.***.....................
87
3.3 ACTIVELEARNING- PEDAGOGICAL FRAMEWORK
.................***.***.**.****..................**............................*.******.............
89
4. THEORETICAL AND METHODOLOGICAL PERSPECTIVES INFORMING THE
PRESENT STUDY 93
4.1 INTRODUCTION
...........********************............................*****.....******.................**..................**********.*...................***
93
4.2 THEORETICAL PERSPECTIVES REGARDING TEACHER KNOWLEDGE AND
THINKING.**.*.................******....................*.****.*** 93
4.2.1 PSYCHOLOGICAL CONSTRUCTIVISM 97
4.2.2 CONCEPTUAL COGNITION 98
THE CLASSICA I VIEW 98
LATER DEVELOPMENTS 100
4.3 APPROACH ESIN EDUCATIONAL RESEARCH
........................***.............................*....................*.*****.................**.****
101
4.3.1 QUANTITATIVE AND QUALITATIVE ASPECTS OJ EDUCATIONAL RESEARCH 102
THE QUANTITATIVE TRADITION 102
THE QUALITATIVE TURN 103
THE RISE OF PARADIGM TALK 104
PAST THE PARAD IGMS 105
4.3.2 GROUNDED THEORY AND RESEARCH INTERVIEWING 107
GROU NDED THEORY 107
RESEARCH INTERVIEWING 108
4.4 HIERARCHICAL FOCUSSING
.................***************.**..****....................*******.*..**....*.************.***................****.***.........
110
4.5 TEACHERS VIEWSOFACTIVELEARNING:PREVIOUS
WORK..**..*.****.*.***..................***...................**..*.*****.................
112
4.5.1 SEARCH APPROACH AND LIMITATIONS OJ INCLUDED STUDIES 112
4.5.2 FINDINGSJROM INTERNATIONAL AND NORWEGIAN STUDIES 115
4.5.3 ARECENT DUTCH STUDY 119
IMAGE 2
5
PART II: AIMS, DESIGN AND PROCEDURES OF THE INVESTIGATION 123
5. AIMS, DESIGN AND IMPLEMENTATION OF THE STUDY. 124
5.1 AIMSAND
DESIGN****.*.*.****.*.**.*.****.*.*.***.*************.*********.**************.*******.*********.****.****.******.****.**************************.
124 5.2 ETHICALISSUES
*******.*.********.******.**********.****************************.****.****.*************************************************.****.******.******
125 5.3
SAMPUNG*************.**********.******.**********.********.****.**************.*********.************************.*********.**************.****.******.*******
126 5.4 INTERVIEW
AGENDA*********.*.****.**********.*************.***************************************.*********.************************.********************
128
5.5 INTERVIEW PROCEDURES
*********.**********.******************************.***************************.************************************.******.****.**
129 5.6 CODINGSYSTEM
**.**********.*.****.********.*.**********************.**********************.*****************************.**************************.********
129 5.6.1 ASPECT CODING 130
5.6.2 INSTANCE CODING 131
5.6.3 RESPONSE MODALITY 132
5.7 TRANSCRIPTION AND
CODING****.**********.********.*********************.***************************.***********.****.*.************.****.***********.
133 5.7.1 INTER-JUDGE CODING RELIABILITY 133
5.8
DATAANALYSES*.*.*****************.********.*.******************************.**********************.****.***********************.****.*******.**************
134
PART III: FINDINGS 136
INTRODUCTION TO PART 111 137
6. GENERAL IMPRESSIONS OF THE INTERVIEWS 139
6.1 INTRODUCTION
************.*.******.******.*.********.******.****************************.*****************.************************************.******.****.*
139 6.2 IMMEDIATEIMPRESSIONS
******.*****************.*.*********************.******.****.****.*****************.***********.*******************************.**
139 6.3 CENTRAL TENDENCIES AND VARIATIONS
****************************.*******************************.*****************************************.****.***
142 6.3.1 TENDENCIES AND VARIATIONS - OPEN-ENDED PART OF INTERVIEW 142
6.3.2 TENDENCIES AND VARIATIONS - SUPPLIED PART OF INTERVIEW 144
6.4 SOMECASES
****************.********.******.*.***************************************.*****************.****************.******.****.**************.***********
146 6.4.1 A TYPICAL CASE 147
6.4.2 AN OUTLIER 148
6.4.3 A DEVELOPING CASE 149
6.5 AL ISGOOD-IF IT ISNOTGOODTHENIT ISNOTAL.
**********************************************************************************************
150
7. CONCEPTIONS OF ACTIVE LEARNING: SPONTANEOUS DEFINING ASPECTS 151
7.1 INTRODUCTION
***.***************.****.**********.*************************************.**.*******************************************************************
151 7.2 SPONTANEOUS/SEMI-SPONTANEOUS AL DEFINITION: TEACHINGINTERACTION
FACETLEVEL**********************************. 153 7.2.1 EVIDENCE OF
CONCEPTION (BINARY OATA) 153
VISUAL REPRESENTATION CONVENTIONS 153
GENERAL TRENDS IN EXTENDED DEFINITIONAL SUB-FACET REFERENCES BINARY DATA
154
TRENDS AS A FUNCTION OF TEACHER ATTRIBUTE VARIABLES 156
CLUSTER ANALYSIS OF EXTENDED DEFINITIONAL SUB-FACET REFERENCES 162
7.2.2 RATES OF MENTION OF EXTENDED OEFINITIONAL SUB-FACET REFERENCES 169
7.2.3 SUMMARY: SPONTANEOUS OEFINITIONAL FACETS OF AL.. 172
7.3 SPONTANEOUS/SEMI-SPONTANEOUS AL EXTENDEDDEFINITION: SPECIFIC
CODEDASPECTLEVEL***************************** 173
7.3.1 GENERAL TRENDS: EVIDENCE OF CONCEPT (BINARY OATA) 173
OVERA 11 VIEW 174
GENERAL TRENDS: PUPIL ACTIVITY SUB-FACET 176
GENERAL TRENDS: UNDERLYING LEARNING PROCESSES (ULP) SUB-FACET 180
GENERAL TRENDS: LEARNING RESOURCES 181
GENERAL TRENDS: TEACHER ACTIVITY 181
GENE RA I TRENDS: ILOS 183
GENERAL TRENDS: PLANNING FACET 184
GENERA I TRENDS: PUPIL INTEREST/I NFL UENCE 184
GENE RA I TRENDS: ASSESSME NT 184
7.3.2 CLUSTER ANALYSIS OF EXTENDED OEFINITIONAL SPECIJIC ASPECT
REFERENCES 185
7.4 TRIANGULATIONWITH RESEARCHER S INITIALIMPRESSIONS
***********************************************************************************
190
8. WAYS OF WORKING INSTANCING ACTIVE LEARNING 194
8.1 INTRODUCTION
*.*.**.**********.*****************************.******.***************************************.****.******.**************.****.****.*********.**
194 8.2 SPONTANEOUSLY OFFEREDINSTANCES
OFACTIVELEARNING**********************************************************************************
194 8.2.1 INTRODUCTION 194
8.2.2 GENERAL TRENDS 195
IMAGE 3
6
8.2.3 TRENDS AS A /UNCTION 0/ TEACHER ATTRIBUTE VARIABLES 201
8.3 SUPPLIEDINSTANCES OFACTIVELEARNING
*********.*******************************.************.***************.****************.*.***.*************
204
8.3.1 INTRODUCTION 204
8.3.2 GENERAL TRENDS 205
8.3.3 TRENDS AS A /UNCTION 0/ TEACHER ATTRIBUTE VARIABLES 210
9. SITUATED ASPECTS OF ACTIVE LEARNING 214
9.1 INTRODUCTION
******.**************.*******************.**************.************.******************.*.*****************.*.********.*.*************.*.*.***.
214 9.2 SITUATED AND SPONTANEOUS/SEMI-SPONTANEOUS ASPECTS
********************************************************************************
214 9.3 ASPECTS- FINDINGSACROSS SPONTANEOUS, SEMI-SPONTANEOUS AND
SITUATED ASPECTS *******.*************.**.*.************ 224
10. SUPPLIED ASPECTS OF ACTIVE LEARNING 226
10.1 INTRODUCTION
******************************.*********.************************************************.****.*********************.**..********.*****.*****.*.
226 10.2 SUPPLIEDASPECT COMBINATIONS
*****.*.****.*********.**************************************.***.*.******************.**.*********.******..*.*.*******
226 10.2.1 GENERAL TRENDS 226
10.2.2 TRENDS AS A /UNCTION 0/ TEACHER ATTRIBUTE VARIABLES 232
10.3 SUPPLIEDASPECT DETAILS
*********.****************.************.*.******.**.********************.***********.*****************.***************************
236
10.3.1 INTRODUCTION 236
10.3.2 PLANNING 237
10.3.3 INTENDED LEARNING OUTCOMES -/LOS 240
10.3.4 ASSESSMENT 241
10.3.5 PUPIL ACTIVITY 244
10.3.6 LEARNING RESOURCES 249
10.3.7 TEACHER ACTIVITY 251
11. ST ANCES TOW ARDS ACTIVE LEARNING 254
11.1 INTRODUCTION
*********.*.*.************.*****************.*.*******************.***************.*.*********.***************.****.*.**************.******.****
254 11.2 STANCES REGARDING ASPECTS
OFACTIVELEARNING**.********.****.*************.*******************..************.*.********.*.*.*.******.*.**
255 11.2.1 SPONTANEOUS AND SEMI-SPONTANEOUS ASPECTS 255
11.2.2 SUPP/IED ASPECTS 258
TEACHERS STANCES - SUPPLIED ASPECT COMBINATIONS 259
TEACHERS STANCES - SUPPLIED ASPECT DETAILS 264
PLANNING 264
PUPI! ACTIVITY 269
TEACHER ACTIVITY 274
ILOS 278
ASSESSMENT 280
LEARNING RESOURCES 283
11.3 STANCES REGARDING INSTANCES
OFACTIVELEARNING**.*******.******.*********.*.****..**************.*.*.*********************.******.******
284
11.3.1 SPONTANEOUS INSTANCES 284
11.3.2 SUPP/IED INSTANCES 285
11.4 LINKINGAL CONCEPTIONS AND EVALUATIONS
*.*******.*.****.***************.****.***.*****************.********.*************.*.*.***********.***
293
PART IV: D I SCUSSI 0 N 295
INTRODUCTION TO PART IV 296
12. REFLECTIONS ON THE STUDY: STRENGTHS, DIFFICUL TIES AND WEAKNESSES
.....
........................................................................................................................................................
297
12.1 STRENGTHS
OFTHESTUDY************.**************.****.**.*.*****************.*********.****.*****.********************.*.*.***********.******..*..*.**
297
12.1.1 SIGNIFICANCE 0/ THE STUDY 297
12.1.2 ADVANTAGES 0/ THE CHOSEN METHODOLOGY 297
12.2 DIFFICULTIES AND WEAKNESSES
********************.*****.*.*.****.************.*.**.*.****.***.**.**.***.****.******.*.**********.***.****.****.**..**.
298
12.2.1 SAMP/ING /IMITATIONS 298
12.2.2 PROBLEMS ACHIEVING THE AGENDA COVERAGE ASPIRATIONS 0/
HIERARCHICAL FOCUSSING 298 12.3 STATUSOFTHEPRESENT
FINDINGS****.*******.****.*.********************.*****************..***********.****.******.*.*.****.*************.*.**.**.**
299
13. DI SCUSSI ON 0 F FIND ING S .301
13.1 INTRODUCTION
**************.*****************************************************.*******.******.****************************.****************.*.********.***
301 13.2 MAIN FINDINGS
**********.*********.***********************************.*****************.*********.*.***.*************.*.******.****.******.*************.***
301 13.2.1 AL STATUS IN TEACHERS PEDAGOGICAL THINKING 301
IMAGE 4
7
13.2.2 VARIABILITY IN AL CONCEPTION .302
13.2.3 AL AND THE NATURE 0/ TEACHERS THEORETICAL REASONING .303
13.2.4 AL INVOLVES QUESTIONS AND DISCUSSION .304
13.2.5 AL RELATING TO PHYSICALITY, PRACTICALITY AND CONCRETENESS .305
13.2.6 AL AND PUPILLNTEREST AND MOTIVATION .305
13.2.7 RELATIVE LACK 0/ ASSESSMENT AND PLANNING IN TEACHERS AL
CONCEPTIONS .306
13.2.8 SITUATED VERSUS CONCEPTUAL THINKING .307
13.2.9 AL IN THE CONTEXT 0/ LK06 .308
13.2.10 AL AND TEACHERS STANCES 310
13.3 CONCLUDING COMMENTS:IMPLICATIONS AND FURTHER RESEARCH SUGGESTIONS
***************************************************. 311
REFERENC ES 317
APP ENDI CES 328
APPENDIX 1 - INTERVIEW AGENDA 329
APPENDIX 2 - ASPECT CODE SYSTEM 335
APPENDIX 3 - CLUSTER ANAL YSIS 337
COMPARISON METRICS AND COMBINATION RULES 337
APPENDIX 4 - SPECIFIC ASPECT CODES OFFERED SPONT ANEOUSL Y/SEMISPONT
ANEOUSL Y IN EXTENDED DEFINITION OF ACTIVE LEARNING 345
APPENDIX 5 - LETTER OF APPROVAL FROM NORWEGIAN SOCIAL SCIENCE DATA
SERVICES - THE OMBUDSMANN FOR RESEARCH 350
|
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| spelling | Rønning, Wenche M. Verfasser aut Norwegian teachers' conceptions of and stances towards active learning Wench Rønning Bodoe Nordland Research Institute 2011 352 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier NF-rapport 2011,11 Zugl.: Leeds, Univ., Diss., 2010 Lehrer (DE-588)4035088-5 gnd rswk-swf Unterrichtsmethode (DE-588)4078637-7 gnd rswk-swf Norwegen (DE-588)4042640-3 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Norwegen (DE-588)4042640-3 g Lehrer (DE-588)4035088-5 s Unterrichtsmethode (DE-588)4078637-7 s DE-604 NF-rapport 2011,11 (DE-604)BV040142935 2011,11 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025778936&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Rønning, Wenche M. Norwegian teachers' conceptions of and stances towards active learning NF-rapport Lehrer (DE-588)4035088-5 gnd Unterrichtsmethode (DE-588)4078637-7 gnd |
| subject_GND | (DE-588)4035088-5 (DE-588)4078637-7 (DE-588)4042640-3 (DE-588)4113937-9 |
| title | Norwegian teachers' conceptions of and stances towards active learning |
| title_auth | Norwegian teachers' conceptions of and stances towards active learning |
| title_exact_search | Norwegian teachers' conceptions of and stances towards active learning |
| title_full | Norwegian teachers' conceptions of and stances towards active learning Wench Rønning |
| title_fullStr | Norwegian teachers' conceptions of and stances towards active learning Wench Rønning |
| title_full_unstemmed | Norwegian teachers' conceptions of and stances towards active learning Wench Rønning |
| title_short | Norwegian teachers' conceptions of and stances towards active learning |
| title_sort | norwegian teachers conceptions of and stances towards active learning |
| topic | Lehrer (DE-588)4035088-5 gnd Unterrichtsmethode (DE-588)4078637-7 gnd |
| topic_facet | Lehrer Unterrichtsmethode Norwegen Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025778936&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV040142935 |
| work_keys_str_mv | AT rønningwenchem norwegianteachersconceptionsofandstancestowardsactivelearning |