ABSTRACT

This study investigates how students and teachers perceive learning outcomes when employing an inquiry-based learning approach, and how this relates to two conflicting perspectives on teaching and learning in the Norwegian curriculum. The informants are strategically chosen from among Norwegian elementary schools that use the ‘students as researchers’ approach, whereby the students develop research questions, form hypotheses, decide which research methods to use, and conduct the research. The conceptualization of learning outcome is connected to the traditions of Didaktik, whereby matter and meaning are separated and the outcome cannot be predicted in advance, and outcome-based education, where the learning outcome is defined in advance as the first element of instructional planning. Twelve semi-structured interviews were conducted, and the data was analysed qualitatively using the NVivo 12 software. Although the students engage with the same subject matter, the results show a considerable variation in what they report having learned. Additionally, the teachers are often unable to plan for the outcomes of the lessons. Our findings therefore emphasize why an awareness of different understandings of teaching and learning is decisive in capturing perceived learning when applying methods such as ‘students as researchers’.

摘要

本研究调查了学生和教师在采用探究式学习方法时如何看待学习成果，以及这与挪威课程中关于教与学的两种相互冲突的观点有何关联。知情人是从使用“学生作为研究人员”方法的挪威小学中战略性选择的，学生据此提出研究问题、形成假设、决定使用哪种研究方法并进行研究。学习成果的概念化与 Didaktik 的传统有关，其中物质和意义是分离的，结果无法提前预测，以及基于结果的教育，其中学习成果被提前定义为教学计划的第一个要素。进行了十二次半结构化访谈，使用 NVivo 12 软件对数据进行定性分析。尽管学生从事相同的主题，但结果显示他们报告的所学内容存在相当大的差异。此外，教师通常无法计划课程的结果。因此，我们的研究结果强调了为什么在应用“学生作为研究人员”等方法时，对教学和学习的不同理解的认识对于捕捉感知学习是决定性的。