How do different background variables predict learning outcomes?

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• 作者：Manne Kallio ; Mika Metsärinne
• 关键词：Sloyd education (technology education) ; Learning outcomes ; Exploratory Production ; Exploratory Production Model ; Exploratory Production Approach ; Domain Specific Approach
• 刊名：International Journal of Technology and Design Education
• 出版年：2017
• 出版时间：March 2017
• 年：2017
• 卷：27
• 期：1
• 页码：31-50
• 全文大小：
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Educational Technology; Learning and Instruction; Science Education;
• 出版者：Springer Netherlands
• ISSN：1573-1804
• 卷排序：27

文摘

This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in school subject Sloyd as found in the national evaluation of the Finnish National Board of Education. Results from this larger research project were previously published in this journal, where pupils’ readiness for Self-Regulated Learning were reported. Since then, pupils’ experiences of classroom techniques, attitudes towards the subject, leisure time interests and learning within the two domains of the subject (Technical Domain and Textile Domain, as the subject is usually divided in Finland) have been studied and results have been published in different journals. In this article, a new Structural Equation Model concludes the previous results. The new model highlights two paths of how the use of different learning orientations can predict successful learning outcomes. These paths can be followed using two pedagogical models: the Exploratory Production Approach and the Domain Specific Approach. Experiencing Learner-Centred Learning predicts positive attitudes and success in Exploratory Production activities. Experiencing Collaborative Learning predicts success in domain specific learning outcomes. Success in Exploratory Production predicts successful learning outcomes in both domains. The conclusion is that regulatory knowledge, “why”, is related to production activities and it is processed prior to domain specific knowledge, “what” and “how”. To develop the subject and pedagogy for schools and teacher training, it is not important to follow an approach defined by the domains (technical or textile). It is more important to teach pupils how to manage in the modern technological world and to understand why they need to be able to improve their life-world through Exploratory Production activities.