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ERIC Number: ED511180
Record Type: Non-Journal
Publication Date: 2009-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-1548-6613
More Like Real Life--Motivational Methods of Teaching in Upper Secondary School
Ivarsson-Jansson, Ewa; Cooper, Karen; Augusen, Harriet; Frykland, Marie
Online Submission, US-China Education Review v6 n11 p46-56 Nov 2009
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.)
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden