Learning-to-Learn Competences in Lower Secondary Education – Findings of an Empirical Survey

Author(s):

Daniela Moser(presenting / submitting)Erich Svecnik(presenting)Hanns Jörg Pongratz Christa Bauer

Conference:

ECER 2015

Network:

09. Assessment, Evaluation, Testing and Measurement

Format:

Paper

Session Information

09 SES 01 C, Assessment Practice and Competency Development: Roles and Perceptions of Students and Teachers

Paper Session

Time:

2015-09-08

13:15-14:45

Room:

334. [Main]

Chair:

Mary-Anne Holfve-Sabel

Contribution

The project “Learning-to-learn Competences in Lower Secondary Education”, carried out by the University of Teacher Education, Styria (AT) from 2011 to 2014, researches the following questions: How far is the development of students’ learning-to-learn competences an integral part of the teaching mindset in lower secondary schools? Which strategies do teachers and headmasters use to develop students’ learning-to-learn competences? How effective are the strategies to develop students’ learning-to-learn competences and how can the students’ competences be measured?

Learning to learn has been the centre of growing educational interest for more than a decade. It has been adopted in response to the challenges presented for education and educational assessment by the ever accelerating changes in the spheres of work and everyday life due to technological advancements, and is seen to form the core of lifelong learning (Hautamäki & al., 2002). The definition of learning to learn is deduced from a general definition of competence suggested by Weinert (2001). It describes knowledge, capabilities and skills that are necessary to tackle complex situations, with a focus on motivational and volitional aspects. The European framework concerning key competences of lifelong learning (European Parliament, 2006) characterizes learning to learn as an interaction of knowledge, skills and attitudes that only in its combination make a person a competent learner. “This competence includes awareness of one's learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. This competence means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts.”(European Parliament, 2006) Accordingly, under the auspices of the European Commission, a new test was compiled and piloted among 14-year-old students in eight European countries in spring 2008. The main results of this study were reported to the Commission in January 2009 (Kupiainen, Hautamäki & Rantanen, 2008). Following the Education Council recommendations’ definition of learning to learn as a key competence for the ability to pursue and persist in learning, the piloted test was compiled to reflect both the social-cultural and the cognitive-psychological traditions, covering the cognitive, the affective and the metacognitive dimension (Hoskins & Fredriksson, 2008). Measuring diverse affective factors on side of the core cognitive component has become a standard in comparative research. They have a well-established place in both curriculum-based studies like TIMMS and PIRLS and the more curriculum-distanced PISA survey (e.g., Mullis & al. 2005, OECD 2010). Based on the findings of Kupiainen et al. (2008), in the research project tests and questionnaires were developed to assess students’ cognitive and affective attributes. In Austrian a new school type on lower secondary level called “Neue Mittelschule” (NMS) was established some years ago. The educational aims of the NMS focus on innovative learning and teaching forms and on supporting all students in an individual way. Another objective is to prepare the students as well for further education as for the life. Therefore model plans describing special strategies are available (BMUKK, 2009) and additional resources are provided.

Method

The research design is based on qualitative and quantitative methods which are described as follows: (1) Analysis of documents: With regard to strategies focusing the development of students’ learning-to-learn competences, the model plans of the lower secondary schools in Styria (Neue Mittelschule – NMS) were analyzed and categorized. (2) Qualitative interviews: In interviews headmasters and teachers were asked about systematic strategies and specific methods to support students’ learning-to-learn competences. The focused, partly standardized interviews (Flick, 2008) with 11 headmasters contribute to explain the importance of learning to learn in school profiles and mission statements of schools and give information about special regional characteristics and framework conditions. In further 21 interviews teachers were asked about their understanding of learning to learn, special supporting and hindering conditions to realize learning settings regarding the development of students’ learning-to-learn competences. Therefore interview guidelines were designed, the data were evaluated by qualitative content analyses supported by the online tool QCAmap (Mayring, 2010). (3) Questionnaires and tests: In this part students’ cognitive and affective attributes based on the model of Hautamäki et al. (2002) were tested by a paper and pencil booklet, approximately 100 000 data records of 500 students in 26 classes were collected. A scale analysis confirms the quality of the instrument. The learning orientations were investigated from two perspectives, as are supporting and hindering ones. The scale “supporting learning orientations” (25 items, Cronbach α = 0.89) covers those personal attributes and levels of motivation, which are seen in the model as favorable (supporting) conditions for learning activities. The scale “hindering learning orientations” (17 items, Cronbach α = 0.81) includes personal attributes are unfavorable for the learning process. The fear of failure and the belief that learning success is mostly an effect of genetic abilities or chance, all forms of avoiding as well as the tendency to give up are results of these aspects. Further tested dimensions are the self-concept (22 items, Cronbach α = 0.90), attitudes to learning environment (6 items, Cronbach α = 0.76), dominance (5 items, Cronbach α = 0.65), cooperativity (7 items, Cronbach α = 0.80), reservation in team work (4 items, Cronbach α = 0.56) and others. The data were evaluated in multivariate data analyses.

Expected Outcomes

The evaluation of the qualitative data shows, that headmasters and teachers see learning-to-learn competences as critical in achieving a high level of autonomy in knowledge processing. Structural actions at school and class level are taken. Teachers enable the learning processes of their students by providing open learning settings, supporting learning activities by methods of information processing and learning organization. An important resource for teachers is the intensive co-operation within teacher teams, which was made necessary by the establishment of the new school type “Neue Mittelschule”. As the analysis of the quantitative data shows, all components of learning to learn dimensions except the supporting learning orientations und the self-concept can be explained to a substantial part at class level. The hindering learning orientations and the “reading” factor can be explained at school level. Those findings indicate that learning in class and the pedagogical context of schools have an important influence on students’ learning to learn competences.

References

Hautamäki, J., Arinen, P., Eronen, S., Hautamäki, A., Kupiainen, S., Lindblom, B., Niemivirta, M., Pakaslahti, L., Rantanen, P. and Scheinin, P. (2002) Assessing Learning-to-Learn: A Framework. Helsinki: Centre for Educational Assessment. National Board of Education, Evaluation 4/2002. Available in pdf format at http://www.helsinki.fi/cea/tiedostot/framework.pdf . Weinert, F. E. (2001) Concept of Competence: A Conceptual Clarification. In D.S. Rychen & L. H. Salganik (Eds.) Defining and Selecting Key Competencies. Göttingen: Hogrefe & Huber Publishers. Europäischer Rat (2006). Empfehlung des Europäischen Parlaments und des Rates vom 18. Dezember 2006 zu Schlüsselkompetenzen für lebensbegleitendes Lernen. Brüssel: Amtsblatt der Europäischen Union L 394/10 vom 30.12.2006. Kupiainen, S., Hautamäki, J., Rantanen, P. (2008) European Union Pilot Test on Learning to Learn. Report on the compiled data. 2008-1190/009.001 TRA-TRINDC. Hoskins, B. and Fredriksson, U. (2008) Learning to Learn: What is it and can it be measured. JRC Scientific and Technical Reports. EUR 23432 EN 2008. Mayring, Ph. (2010). Qualitative Inhaltsanalyse. Grundlagen und Techniken (11. Aufl.). Weinheim: Beltz. Bundesministerium für Unterricht, Kunst und Kultur (2009). Modellversuch Neue Mittelschule. Genehmigte Modellpläne. Verfügbar unter: http://www.bmukk.gv.at/schulen/bw/nms/ mp.xml [2.5.2012]. Flick, U., Kardorff, E., Steinke, I. (Hrsg.) (2008). Qualitative Forschung. Ein Handbuch. 6. Auflage. Reinbek bei Hamburg: Rowohlt. OECD (2010). The Nature of Learning. Using Research to Inspire Practice. Paris: OECD.

Author Information

Daniela Moser (presenting / submitting)

University of Teacher Education Styria

Institute of Vocational Education

Graz

Erich Svecnik (presenting)

BIFIE - Bundesinstitut für Bildungsforschung, Innovation und Entwicklung des österreichischen Schulwesens

EBB - Evaluation, Bildungsforschung & Berichterstattung

Graz

Hanns Jörg Pongratz

University of Teacher Education Styria, Austria

Christa Bauer