Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses

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'.

Citizenship-as-knowledge: How perspectives from Bildung-centred Didaktik can contribute to European Citizenship Education beyond competence

“…The aim of subjectification/emancipation is connected to ‘educational practices where aspects of the world and society become topics for study and exploration’, such as ‘open-ended project work in schools, introducing a certain theme, topic or problem to students, which they can explore, question and learn to relate to in their own, new way’ (Joris et al, 2021: 9, emphasis in original). This type of inquiry-based learning does not fit well with competence-based curricula, in which learning outcomes should be defined in advance, and these practices can indeed lead to a great deal of creative and independent thinking (Bjørkvold and Ryen, 2021). However, the what-else-than-competence question cannot be satisfactorily answered by merely stating what methods should be used by the teachers to achieve the stated aims.…”

“…The autonomy that is a prerequisite for teaching and for individual students’ meaning-making means that a standardised assessment would only be able to measure part of what the students learn from their encounter with the content (and often not the most important part of this learning). Thus, Bildung-centred Didaktik rests uneasily with the ideas of competence and outcome-based education (Spady, 1988; Wiggins and McTighe, 2005), in which educational aims should be specified prior to and measured after instruction (Bjørkvold and Ryen, 2021; Hopmann, 2015; Willbergh, 2015).…”

“…(2015–2016)). The main reason for this was the ethical issues connected to assessing these aspects of student learning (see Bjørkvold and Ryen, 2021; Restad and Mølstad, 2021).…”

Intercultural communication methodology: teaching sciences and engineering students

“…The sixth actual issue, according to the findings by the international research group (UK, Finland, Spain, Italy), reveals that "Teachers also highlighted how students were better equipped to engage with digital activities linked to their interests and hobbies and less so when it came to using digital technology for study purposes" [10]. Tuva Bjorkvold, and Erik Ryen give their idea on the professional teacher, who "implements the subject matter according to the level of the students and the methods they have acquired" [11].…”

The Effectiveness of the Competence Approach in the Training of Chemistry Teachers

“…Mekonen and Fitiavana believe that the result characterizes the real achievements of a student if his university has to teach something. Many authors define learning outcomes as something that can be observed, demonstrated, and measured. , However, such definitions indicate only common boundaries and are useless for understanding the essence of learning outcomes. According to Bloom’s taxonomy, when evaluating learning outcomes, students should learn what to do with the content of the information received, and not with the general aspect of knowledge.…”