Hidden Learning in plain sight

Jan Sølberg

Hidden Learning in plain sight

Abstract

This study is based on a 5-year development project aimed at improving student engagement in science through introduction of innovation in science teaching. Early results found interesting discrepancies between students’ and teachers’ perception of student learning outcomes. While students did not report any significant development, their teachers found that students had acquired many skills and qualities not linked directly to curricular goals. Such skills included creativity, problem solving, innovation and collaboration as well as increased student performance, engagement, autonomy and confidence in science. However, the study found that while teachers recognized that their students had developed many important skills and qualities, they were generally unable to describe these learning outcomes in detail due to a focus on curricular goals that did not include such qualities or skills.
The study indicates that important learning outcomes may be lost to teachers and thereby also to the students even though changes to the students ability to participate in science class activities obviously changed. An increased focus on student learning that includes a broader understanding of learning among the teachers could have increased the efficacy of the project and perhaps helped the students meet future educational demands.

Originalsprog	Engelsk
Publikationsdato	2015
Antal sider	2
Status	Udgivet - 2015
Begivenhed	International congress for school effectiveness and improvement - Cincinnati, USA Varighed: 2 jan. 2015 → 7 jan. 2015 Konferencens nummer: 28

Konference

Konference	International congress for school effectiveness and improvement
Nummer	28
Land/Område	USA
By	Cincinnati
Periode	02/01/2015 → 07/01/2015

Citationsformater

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title = "Hidden Learning in plain sight",

abstract = "This study is based on a 5-year development project aimed at improving student engagement in science through introduction of innovation in science teaching. Early results found interesting discrepancies between students{\textquoteright} and teachers{\textquoteright} perception of student learning outcomes. While students did not report any significant development, their teachers found that students had acquired many skills and qualities not linked directly to curricular goals. Such skills included creativity, problem solving, innovation and collaboration as well as increased student performance, engagement, autonomy and confidence in science. However, the study found that while teachers recognized that their students had developed many important skills and qualities, they were generally unable to describe these learning outcomes in detail due to a focus on curricular goals that did not include such qualities or skills. The study indicates that important learning outcomes may be lost to teachers and thereby also to the students even though changes to the students ability to participate in science class activities obviously changed. An increased focus on student learning that includes a broader understanding of learning among the teachers could have increased the efficacy of the project and perhaps helped the students meet future educational demands.",

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TY - ABST

T1 - Hidden Learning in plain sight

AU - Sølberg, Jan

N1 - Conference code: 28

PY - 2015

Y1 - 2015

N2 - This study is based on a 5-year development project aimed at improving student engagement in science through introduction of innovation in science teaching. Early results found interesting discrepancies between students’ and teachers’ perception of student learning outcomes. While students did not report any significant development, their teachers found that students had acquired many skills and qualities not linked directly to curricular goals. Such skills included creativity, problem solving, innovation and collaboration as well as increased student performance, engagement, autonomy and confidence in science. However, the study found that while teachers recognized that their students had developed many important skills and qualities, they were generally unable to describe these learning outcomes in detail due to a focus on curricular goals that did not include such qualities or skills. The study indicates that important learning outcomes may be lost to teachers and thereby also to the students even though changes to the students ability to participate in science class activities obviously changed. An increased focus on student learning that includes a broader understanding of learning among the teachers could have increased the efficacy of the project and perhaps helped the students meet future educational demands.

AB - This study is based on a 5-year development project aimed at improving student engagement in science through introduction of innovation in science teaching. Early results found interesting discrepancies between students’ and teachers’ perception of student learning outcomes. While students did not report any significant development, their teachers found that students had acquired many skills and qualities not linked directly to curricular goals. Such skills included creativity, problem solving, innovation and collaboration as well as increased student performance, engagement, autonomy and confidence in science. However, the study found that while teachers recognized that their students had developed many important skills and qualities, they were generally unable to describe these learning outcomes in detail due to a focus on curricular goals that did not include such qualities or skills. The study indicates that important learning outcomes may be lost to teachers and thereby also to the students even though changes to the students ability to participate in science class activities obviously changed. An increased focus on student learning that includes a broader understanding of learning among the teachers could have increased the efficacy of the project and perhaps helped the students meet future educational demands.

M3 - Conference abstract for conference

T2 - International congress for school effectiveness and improvement

Y2 - 2 January 2015 through 7 January 2015

ER -