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Lavonen Jari, Angell Carl & Byman Reijo et al. (2007). « Social Interaction in Upper Secondary Physics Classrooms in Finland and Norway: A survey of students' expectations ». Scandinavian Journal of Educational Research, vol. 51, n° 1, janvier, p. 81–101. 
Added by: Marie Gaussel (23 Jun 2010 13:34:29 Europe/Paris)   Last edited by: Laure Endrizzi (31 Jan 2011 17:12:34 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00313830601079082
BibTeX citation key: Lavonen2007a
Categories: Apprentissages et psychologie
Keywords: enseignement secondaire, genre, pratique pédagogique, sciences
Creators: Angell, Byman, Henriksen, Koponen, Lavonen
Collection: Scandinavian Journal of Educational Research
Views: 1822/2765
Views index: 24%
Popularity index: 6%
The purpose of the study was to determine the typical teaching methods used in upper secondary physics in Finland and Norway and how students would like to study physics. Moreover, the further aim of seeing how certain background variables may explain students' desire to study their chosen specialist subject, physics or social science (humanities), is discussed. The students' opinions were surveyed using a questionnaire and the data analysed by multivariate methods. The questionnaire was answered by randomly selected 2nd-year upper secondary students. Students say that physics teachers typically present new material or solve problems on the blackboard. This is also what students want. On the other hand, students would like to discuss difficult concepts and problems more, as well as work on problems and tasks in small groups. They would also like the teacher to lead the discussion when topics are discussed in the classroom. The student gender, as well as other predictors (perceived subject easiness, interest and workload, quality of instruction), excluding nationality and specialist subject, explain very little about how students say they like to study their specialist subject. The results were interpreted to mean that students preferred more versatile teaching methods, especially discussion in the classroom led by a teacher, than is presently the case.
Added by: Marie Gaussel  Last edited by: Laure Endrizzi
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