Students’ Explanation: Wider Variety of Teaching Methods Increases Motivation and Give Higher Results in Biology
By planning and teaching a specific topic, in an Upper Secondary School biology course in a highly formative way the effect on student learning was studied. Within given frames, students planned working methods and examination form within the topic of Gene technology. For the examination students also phrased learning goals and assessment criteria. The design resulted in higher summative grades on the topic compared to traditionally taught topics within the same course. In this study, students were interviewed in focus groups, one year after graduation to investigate student view on the intervention. One important outcome is that students appreciate variation in teaching more than the content itself. There was also a positive reaction to students planning working methods, but students wanted the teacher to perform different kinds of controlling actions. Findings are discussed in the context of formative methods with intentions of improving practical teaching methods.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).