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ERIC Number: EJ935171
Record Type: Journal
Publication Date: 2011-Sep
Pages: 26
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0020-4277
Participatory Instructional Redesign by Students and Teachers in Secondary Education: Effects on Perceptions of Instruction
Konings, Karen D.; Brand-Gruwel, Saskia; van Merrienboer, Jeroen J. G.
Instructional Science: An International Journal of the Learning Sciences, v39 n5 p737-762 Sep 2011
Students' perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher-student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed. (Contains 7 tables.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A