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Students’ Experiences and Perceptions of In-Depth Approaches in Teaching and Understanding Subject Matter

Doumas, Kyriaki LU (2012) In Scandinavian Journal of Educational Research 56(3). p.295-313
Abstract
Students’ experiences and perceptions of good teaching and understanding in literature and

physics during one school year were investigated through in-depth interviews with students

in eight Greek high school classes in the first, second and third grade. The pedagogical

quality of in-depth teaching and understanding of subject matter, as described by

the students, was investigated. Students’ feelings of joy, pleasure and personal meaning

in the teaching and learning situation were also in focus in the research. The

investigation brought out three main types of approaches to subject matter in classroom

teaching and learning: a logical/analytical approach, a holistic/reflective... (More)
Students’ experiences and perceptions of good teaching and understanding in literature and

physics during one school year were investigated through in-depth interviews with students

in eight Greek high school classes in the first, second and third grade. The pedagogical

quality of in-depth teaching and understanding of subject matter, as described by

the students, was investigated. Students’ feelings of joy, pleasure and personal meaning

in the teaching and learning situation were also in focus in the research. The

investigation brought out three main types of approaches to subject matter in classroom

teaching and learning: a logical/analytical approach, a holistic/reflective approach and

an existential approach. These three approaches were common to teaching and

understanding of literature and physics, with some variation in specific meaning within

and between subjects. They also varied in presence and meaning between grades and

students. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Teaching, understanding, approaches, subject matter, experiences
in
Scandinavian Journal of Educational Research
volume
56
issue
3
pages
295 - 313
publisher
Taylor & Francis
external identifiers
  • wos:000304211500005
  • scopus:84861472744
ISSN
1470-1170
DOI
10.1080/00313831.2011.582650
language
English
LU publication?
yes
id
d36f4b9a-33bd-47a8-ac72-639ac0aa65ba (old id 2220167)
date added to LUP
2011-11-30 10:58:11
date last changed
2017-01-01 03:35:57
@article{d36f4b9a-33bd-47a8-ac72-639ac0aa65ba,
  abstract     = {Students’ experiences and perceptions of good teaching and understanding in literature and<br/><br>
physics during one school year were investigated through in-depth interviews with students<br/><br>
in eight Greek high school classes in the first, second and third grade. The pedagogical<br/><br>
quality of in-depth teaching and understanding of subject matter, as described by<br/><br>
the students, was investigated. Students’ feelings of joy, pleasure and personal meaning<br/><br>
in the teaching and learning situation were also in focus in the research. The<br/><br>
investigation brought out three main types of approaches to subject matter in classroom<br/><br>
teaching and learning: a logical/analytical approach, a holistic/reflective approach and<br/><br>
an existential approach. These three approaches were common to teaching and<br/><br>
understanding of literature and physics, with some variation in specific meaning within<br/><br>
and between subjects. They also varied in presence and meaning between grades and<br/><br>
students.},
  author       = {Doumas, Kyriaki},
  issn         = {1470-1170},
  keyword      = {Teaching,understanding,approaches,subject matter,experiences},
  language     = {eng},
  number       = {3},
  pages        = {295--313},
  publisher    = {Taylor & Francis},
  series       = {Scandinavian Journal of Educational Research},
  title        = {Students’ Experiences and Perceptions of In-Depth Approaches in Teaching and Understanding Subject Matter},
  url          = {http://dx.doi.org/10.1080/00313831.2011.582650},
  volume       = {56},
  year         = {2012},
}