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Engaging in educational design processes for sustainable learning : Learning and becoming in practice

Olander, Mona Holmqvist LU orcid and Olander, Clas (2014) 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 In Proceedings of International Conference of the Learning Sciences, ICLS 2. p.1087-1091
Abstract

The aim of this study is to describe in what way the students' learning outcomes and theoretical assumptions are used by teachers to enhance the design of lessons with a focus on development of sustainable learning over time. Seven teachers and 71 students in an upper secondary school participated, along with one researcher. Three lessons were designed and implemented in three different student groups (N=24, 23, 24), with one intervention for each group. The interventions were designed in an iterative process: the result of the first lesson formed the base for the development of the next, and so on. A multi-case analysis was conducted within and between each intervention. The results of the study describe correlations between teachers'... (More)

The aim of this study is to describe in what way the students' learning outcomes and theoretical assumptions are used by teachers to enhance the design of lessons with a focus on development of sustainable learning over time. Seven teachers and 71 students in an upper secondary school participated, along with one researcher. Three lessons were designed and implemented in three different student groups (N=24, 23, 24), with one intervention for each group. The interventions were designed in an iterative process: the result of the first lesson formed the base for the development of the next, and so on. A multi-case analysis was conducted within and between each intervention. The results of the study describe correlations between teachers' deepened theoretical knowledge, changes in lesson design, and impact on students' learning outcomes in a long-term perspective. We found students' learning outcomes increased during the three interventions in three different groups of students (A +0.17, B +0.87 and C +1.54. At the delayed post-test, the learning gain in the third group sustained to be higher than in the previous two groups of students (A-0.08, B +0.26, C +0.75).

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Please use this url to cite or link to this publication:
author
and
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
host publication
11th International Conference of the Learning Science (ICLS) : Proceedings - Proceedings
series title
Proceedings of International Conference of the Learning Sciences, ICLS
volume
2
edition
January
pages
5 pages
conference name
11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014
conference location
Boulder, United States
conference dates
2014-06-23 - 2014-06-27
external identifiers
  • scopus:84937680585
ISSN
1814-9316
ISBN
1814-9316
978-0-9903550-3-8
language
English
LU publication?
no
additional info
Publisher Copyright: © ISLS.
id
00ab46f9-d731-475f-b868-2a0c3b030a41
alternative location
https://archive.isls.org/conferences/icls/2014/Proceedings.html
date added to LUP
2023-09-06 10:47:22
date last changed
2024-09-07 16:07:32
@inproceedings{00ab46f9-d731-475f-b868-2a0c3b030a41,
  abstract     = {{<p>The aim of this study is to describe in what way the students' learning outcomes and theoretical assumptions are used by teachers to enhance the design of lessons with a focus on development of sustainable learning over time. Seven teachers and 71 students in an upper secondary school participated, along with one researcher. Three lessons were designed and implemented in three different student groups (N=24, 23, 24), with one intervention for each group. The interventions were designed in an iterative process: the result of the first lesson formed the base for the development of the next, and so on. A multi-case analysis was conducted within and between each intervention. The results of the study describe correlations between teachers' deepened theoretical knowledge, changes in lesson design, and impact on students' learning outcomes in a long-term perspective. We found students' learning outcomes increased during the three interventions in three different groups of students (A +0.17, B +0.87 and C +1.54. At the delayed post-test, the learning gain in the third group sustained to be higher than in the previous two groups of students (A-0.08, B +0.26, C +0.75).</p>}},
  author       = {{Olander, Mona Holmqvist and Olander, Clas}},
  booktitle    = {{11th International Conference of the Learning Science (ICLS) : Proceedings}},
  isbn         = {{1814-9316}},
  issn         = {{1814-9316}},
  language     = {{eng}},
  pages        = {{1087--1091}},
  series       = {{Proceedings of International Conference of the Learning Sciences, ICLS}},
  title        = {{Engaging in educational design processes for sustainable learning : Learning and becoming in practice}},
  url          = {{https://archive.isls.org/conferences/icls/2014/Proceedings.html}},
  volume       = {{2}},
  year         = {{2014}},
}