Students’ conceptions of learning and learning outcomes in Technology Education

Mika Metsärinne, Manne Kallio

Abstract


This study sought to explore students’ conceptions of learning and learning outcomes in Technology Education. The background variables facilitated a comparison of the students who had experienced more Learner-Centred or Teacher-Directed Learning Approaches and those who had experienced more Technical or Textile Work.The results reveal that the learning conceptions of students who had experienced more Learner-Centred Learning were significantly more positive, with higher levels of learning outcomes, than those of students who had experienced more Teacher-Directed Learning. The conceptions of learning outcomes in the Technical Approach were also more positive than those in the Textile Approach. The main development targets reflected the students’ weak conceptions of Teacher-Directed Learning and different conceptions of either Technical or Textile Approach learning outcomes. Teacher-Directed learning orientations should be developed more deeply and united with the Techno-Scientific phenomena of natural and engineering sciences.


Keywords


Learner-centred learning; teacher-directed learning; technical and textile work approach; learning outcomes

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DOI: http://dx.doi.org/10.15663/ajte.v3i1.42

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