Contribution
Description: In order to develop learning competences, learning by different teaching methods and forms is deemed to be of significance. To reach a more precise characterization of learning and teaching by different teaching methods/-forms, this study focuses on the activities occurring thereby of those learning (such as listening, reflecting, planning, applying) and the forms of activities employed by the pedagogue (such as informing, asking, arranging, giving examples).
Methodology: In parallel to an analysis of educational research literature with regards to the different teaching methods/-forms and educator's and learner's forms of activities described therein, an empirical study was conducted in Schools in North-Rhine-Westphalia in Germany in the academic year 2004/2005. The quantifiable results are compared to the hypotheses in educational research literature. The research design of the study shows qualitative as well as quantitative methods. 180 pupils of vocational college, business schools, grammar school, high school, and secondary school are questioned as to different forms of activities during education by various teaching methods/-forms in the schools and in vocational training in structured individual interviews according to the repertory-grid-technique by George A. Kelly. The study also focuses on learner's activities in the field of informal learning. In order to identify the pedagogic forms of activities, teachers of the same schools were also interviewed using repertory-grid-technique. Additionally, a standardized questionnaire is employed.
Conclusions: The elements of the subjective learning theories of the pupils are classified according to different types of knowledge in order to understand to which degree which competences are addressed by which teaching method/-form and how a polymorphic learning competence could be advanced. The results of the questioning of teachers can also contribute to research on the profession and may allow for the drawing of practical conclusions concerning the training and continuing education of teachers. Also, information on the actual repertory of methods can be provided at the schools which have been evaluated. (According to the conference themes of ECER 2006 following themes will occur: "expert knowledge" of teaching, "scholary knowledge" of learning; "various forms of knowledge" and also a theoretical and practical point of view on learning.)
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