Young Norwegian students’ preferences for learning activities and the influence of these activities on the students’ attitudes to and performance in science
This study focuses on the use and effects of “Student-active teaching practice” in science in Norwegian schools. In a quantitative study we have collected data on teaching activities, student attitudes and student performance in science. We see that the students clearly prefer teaching activities in...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
University of Oslo
2012-12-01
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| Series: | Nordina: Nordic Studies in Science Education |
| Online Access: | https://journals.uio.no/nordina/article/view/513 |
| Summary: | This study focuses on the use and effects of “Student-active teaching practice” in science in Norwegian schools. In a quantitative study we have collected data on teaching activities, student attitudes and student performance in science. We see that the students clearly prefer teaching activities in which they can take part actively. Separating the classes in four groups according to teaching practice, we find that different practice has significant influence on the students’ attitude to science and to their science teacher. The student’s performance in science does not relate in the same way to teaching practice. |
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| ISSN: | 1504-4556 1894-1257 |