Young Norwegian students’ preferences for learning activities and the influence of these activities on the students’ attitudes to and performance in science

Authors

  • Tom Klepaker University of Bergen
  • Siv Flæsen Almendingen Nesna University College
  • Johannes Tveita Nesna University College

DOI:

https://doi.org/10.5617/nordina.513

Abstract

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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Published

2012-12-11

Issue

Section

Articles