Determinants of Learning Outcome for Students at High School in Norway: A Constructivist Approach

Autor/in	Okland, Gunnar Magne
Titel	Determinants of Learning Outcome for Students at High School in Norway: A Constructivist Approach
Quelle	In: Scandinavian Journal of Educational Research, 56 (2012) 2, S.119-138 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2011.568622
Schlagwörter	Grounded Theory; Constructivism (Learning); Learning Motivation; Learning Processes; Foreign Countries; Outcomes of Education; Educational Research; High School Students; Course Content; Error Correction; Teacher Student Relationship; Teaching Methods; Study Habits; Norway + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Learning process; Lernprozess; Ausland; Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kursprogramm; Korrektur; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Study behavior; Study behaviour; Studienverhalten; Norwegen
Abstract	A vital part of student learning is the construction of mental structures encompassing categories believed to affect learning outcome. In this study we investigate this research question through the lenses of a constructivist approach. As the first study on our research question at high school in Norway, our empirical findings make up the main contribution of this study. The data were analyzed by a grounded theory methodology. The results identify 6 dimensions of determinants of learning outcome. The dimensions: student activity, work processes and motivation to learn are manifest of the latent dimension process of learning, while the second latent dimension learning content is manifested in the 3 dimensions: correction, information from teacher and putting into context. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10