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What matters in student-centered learning? Managing conditions for students to appropriate the object of learning
International Journal for Lesson and Learning Studies ( IF 1.0 ) Pub Date : 2017-07-10 , DOI: 10.1108/ijlls-02-2017-0009
Sydney Enock Msonde 1 , Charles Enock Msonde 2
Affiliation  

Purpose There have been ideological variations in the understanding of student-centered learning (SCL), culminating in varied practices of SCL across the world. The purpose of this paper is to explore the impact of learning study on teachers’ appropriation of the conditions for learning in SCL lessons. Design/methodology/approach Three secondary school mathematics teachers in Tanzania formed a learning study group, guided by the theory of variation, to share their experience of how to engage learners in experiencing critical aspects of the object of learning. In-depth interviews, records of teachers’ lesson preparation meetings, and students’ tests were tools used to collect data. All of the qualitative data were analyzed using a phenomenographic variation framework and coding strategies. Moreover, a paired sample t-test was used to analyze the students’ pre- and post-test results. Findings The results show that teachers were able to identify critical aspects of two objects of learning for mathematics and create conditions for engaging learners in experiencing those aspects sequentially and simultaneously. There was strong evidence that the theory of variation as a framework helps teachers to learn effective ways of creating conditions for students to appropriate features of the objects of learning for mathematics as well as developing a new SCL pedagogical framework. Originality/value This study suggests that using learning study guided by the theory of variation supports teachers’ appropriation of the conditions for student learning within an SCL framework.

中文翻译:

以学生为中心的学习最重要的是什么?管理学生适合学习对象的条件

目的 对以学生为中心的学习 (SCL) 的理解存在意识形态上的差异,最终导致 SCL 在世界范围内的各种实践。本文的目的是探讨学习研究对教师在SCL课程中对学习条件的占有的影响。设计/方法/方法 坦桑尼亚的三位中学数学教师组成了一个学习学习小组,以变异理论为指导,分享他们如何让学习者参与体验学习对象的关键方面的经验。深度访谈、教师备课会议记录和学生测试是用于收集数据的工具。使用现象学变异框架和编码策略分析所有定性数据。而且,配对样本t检验用于分析学生的前测和后测结果。结果 结果表明,教师能够确定数学学习的两个目标的关键方面,并为让学习者依次和同时体验这些方面创造条件。有强有力的证据表明,变异理论作为一个框架有助于教师学习有效的方法,为学生创造条件以适应数学学习对象的特点,以及开发新的 SCL 教学框架。原创性/价值 本研究表明,以变异理论为指导的学习研究支持教师在 SCL 框架内对学生学习条件的挪用。结果 结果表明,教师能够确定数学学习的两个目标的关键方面,并为让学习者依次和同时体验这些方面创造条件。有强有力的证据表明,变异理论作为一个框架有助于教师学习有效的方法,为学生创造条件以适应数学学习对象的特点,以及开发新的 SCL 教学框架。原创性/价值 本研究表明,以变异理论为指导的学习研究支持教师在 SCL 框架内对学生学习条件的挪用。结果 结果表明,教师能够确定数学学习的两个目标的关键方面,并为让学习者依次和同时体验这些方面创造条件。有强有力的证据表明,变异理论作为一个框架有助于教师学习有效的方法,为学生创造条件以适应数学学习对象的特点,以及开发新的 SCL 教学框架。原创性/价值 本研究表明,以变异理论为指导的学习研究支持教师在 SCL 框架内对学生学习条件的挪用。
更新日期:2017-07-10
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