Looking at learning approaches from the angle of student profiles

This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students’ approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results show a relation for workload and motivation but not for WMC. By means of a cluster analysis, three student profiles were identified based on WMC and motivation. Students characterised by high WMC and average motivation scored higher on surface approaches and lower on deep approaches than students with high autonomous motivation. These latter students also score higher on deep approaches than students characterised by low WMC. Finally, it was found that all student profiles responded the same to the influence of workload. In contrast with prior research, deep approaches were higher when the workload was higher.     

Perspectives of mothers of children with dyslectic difficulties concerning their encounters with school: a Swedish example

The aim of this study was to acquire in‐depth understanding of parental experiences and encounters with the school system relative to having a child with dyslexia or experiencing difficulties with reading and writing (dyslectic difficulties). Mothers of seven children who attended lower or upper secondary school were interviewed. The interviews were analyzed using qualitative methods. According to the participants, schools often failed to identify their child’s difficulties that led to lack of appropriate support. The mothers were active in allocating support and developing strategies to alleviate lowered self‐esteem. individual education programmes (IEPs) were not used regularly. Highlighted is the need for a more explicit national policy regarding parental and children’s rights in regard to dyslectic difficulties.     

Learning about print: the development of orthographic processing and its relationship to word reading in first grade children in French immersion

As children learn to read, they become sensitive to the patterns that exist in the ways in which their language(s) are represented in print. This skill is known as orthographic processing. We examined the nature of orthographic processing in English and French for children in the first grade of a French immersion program, and the relationship between orthographic processing and reading beyond controls for mother’s education, non-verbal reasoning, English vocabulary and phonological awareness. We found that children showed greater orthographic processing skill to patterns that were common to both of their languages than to those that occurred in just one of their languages. Across both lexical and sub-lexical orthographic processing measures, scores were related to word reading within each language, beyond our control variables. There was some evidence of cross-language relationships between orthographic processing and word reading, both for lexical and sub-lexical language-shared measures of orthographic processing. These findings suggest that children’s attention to features that are common both languages might be one source of transfer of orthographic processing to reading between languages.     

Participation in extracurricular activities and student achievement: evidence from German all-day schools

The major aim of educational effectiveness research is to examine and explain school, class, and teacher differences with respect to relevant educational criteria. Until now, in the large majority of studies, language and mathematics scores were used as a criterion. In the present study, the educational track students choose at the start of secondary education (at the age of 12) and their success in the chosen curriculum are examined in relation to primary school and classes (Grades 1 to 6). Two-level models show that students had higher aims in secondary education if they had attended primary Catholic schools and/or primary schools with high average curriculum advice. The latter schools were also highly effective with respect to achievement, and their students had a high socioeconomic status and background. Multilevel models with a cross-classified structure showed no direct long-term effects of primary schools and classes.     

Students' Learning of a Generalized Theory of Sound Transmission from a Teaching–Learning Sequence about Sound,Hearing and Health

Learning abstract concepts such as sound often involves an ontological shift because to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10–14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching–learning sequence (TLS), which was developed within a framework of design research. The analysis involved interpreting students' underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students' understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10–11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students' conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound.     

Scientific literacy in developed and developing countries

The concept of scientific literacy is now widely used to represent goal statements for science education. These tend to be remarkably similar in developing and developed countries. It is argued that, although this is desirable idealistically, a more realistic approach is required in determining priorities, given the differing cultural and economic contexts of science education. Exposure to science and technology varies in developed and developing countries, yet students in both contexts have difficulty defining science. However, the problem of equating science with progress, but not understanding why, is most acute in developing countries, for it leads to blind faith.

Many students in developing countries receive a limited exposure to science, those in developed countries are bombarded, The question for both is what is most important for them to know. The recognition of science as process is offered as a solution.     

Learning for Everyday Life: Students’ standpoints on loud sounds and use of hearing protectors before and after a teaching–learning intervention

Researchers have highlighted the increasing problem of loud sounds among young people in leisure-time environments, recently even emphasizing portable music players, because of the risk of suffering from hearing impairments such as tinnitus. However, there is a lack of studies investigating compulsory-school students’ standpoints and explanations in connection with teaching interventions integrating school subject content with auditory health. In addition, there are few health-related studies in the international science education literature. This paper explores students’ standpoints on loud sounds including the use of hearing-protection devices in connection with a teaching intervention based on a teaching–learning sequence about sound, hearing and auditory health. Questionnaire data from 199 students, in grades 4, 7 and 8 (aged 10–14), from pre-, post- and delayed post-tests were analysed. Additionally, information on their experiences of tinnitus as well as their listening habits regarding portable music players was collected. The results show that more students make healthier choices in questions of loud sounds after the intervention, and especially among the older ones this result remains or is further improved one year later. There are also signs of positive behavioural change in relation to loud sounds. Significant gender differences are found; generally, the girls show more healthy standpoints and expressions than boys do. If this can be considered to be an outcome of students’ improved and integrated knowledge about sound, hearing and health, then this emphasizes the importance of integrating health issues into regular school science.     

Designing a Moodle course with the CADMOS learning design tool

CADMOS is a graphical learning design (LD) authoring tool that helps a teacher design a unit of learning in two layers: (i) the conceptual layer, which seems like a concept map and contains the learning activities with their associated learning resources and (ii) the flow layer, which contains the orchestration of these activities. One of CADMOS’ main innovative features is that it can bridge the gap between the design of a unit of learning and its enactment into Moodle. This paper presents how one can create a LD using CADMOS and deploy it into Moodle. Also, the paper shows the findings from a case study which was organized in order to evaluate the usability of the tool, its pedagogical flexibility and the usefulness of its innovative feature of deploying a LD into Moodle. CADMOS seems to be an easy-to-use tool, which offers guidance and flexibility during the design process.     

Values and Needs of Children With and Without Special Educational Needs in Early School Years: A Study of Young Children’s Views on What Matters to Them

Understanding how children experience life in educational settings should be an imperative for educational practitioners, evaluators, and researchers. Listening to children’s points of views would facilitate the development of educational settings that meet the needs of children and contribute to their wellbeing and development so that their experiences are both joyful and meaningful. A total of 56 children between the ages of 5 and 7 in 65 educational settings located in central Sweden were included in the study. Amongst the 56 participating children, 29 were identified as having special educational needs. The children’s views were collected from 2012 to 2015 using drawings and interviews, and these were analysed using a thematic analysis. Nine themes that reflected matters of importance for the children, both those with and without special educational needs, are described. These themes are discussed and linked to previous research, educational evaluation models, and theories of values and needs.     

Learning Within and Beyond the Classroom: Compulsory School Students Voicing Their Positive Experiences of School

The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.