Undersøgelsesbaseret naturfagsundervisning på GUX-Nuuk
Speciale. IND's studenterserie Nr. 56.
Linn Damsgaard & Lauge Bjørnskov Madsen, juni 2017.
Vejleder: Lars Ulriksen.
"Undersøgelsesbaseret naturfagsundervisning på GUX-Nuuk" [7,15Mb].
Abstract
Background: A high level of students at the Gymnasium in Nuuk (GUX-Nuuk) are alienated to education at upper secondary level, i.e. 44 %. Likewise, GUX-Nuuk has a high wastage rate, i.e. 49 %. Research oriented science instruction has on several occasions been claimed to have a positive and motivating effect on students in other literary studies. This thesis will explore this claim asking how this type of instruction might contribute an increase in the students’ motivation.
Aim: The purpose of this master thesis project was to examine how research based science instruction might affect the motivation of students alien to upper secondary level education exemplified by instruction at GUXNuuk. Additionally, we wanted to further our insight in various teaching methods including the background for the teachers’ choices, and if those choices were related to the specific students. To answer these questions we assessed three different motivational parameters: self-efficacy, active learning strategies and learning environment stimulation.
Methods: Two classes were selected to participate in the study at GUX-Nuuk, i.e. one intervention group containing 23 students and a control group with 18 students. The students’ level of motivation were measured before and after the study through questionnaires, observation protocols and interviews. Similarly, three upper secondary level teachers were interviewed and all science teachers handed in a questionnaire about their selection of teaching methods. The intervention group was instructed for a duration of three weeks by way of the research oriented science instruction method. The control group was observed and instructed through the assistance of their usual teacher.
Results: No significant change was found in the measured motivation of the intervention group based on the questionnaires. Significant changes did, however, occur in questions related to anticipation (p=0,0001 and p=0,005). Based on our observation protocols, significant changes also did happen to the level of classroom activity in the intervention group classroom. Our interviews with selected students support these observations. The teachers at GUX-Nuuk used primarily blackboard centered instruction and rarely applied the research based science instruction method.
Conclusion: Based on our study it is evident that the research based science instruction method increase the activity level within the classroom. However, we cannot directly conclude that the instruction method increased the motivation of specifically the students who were alien to upper secondary level education. Some parameters, nevertheless, indicate that all students within the intervention group were motivated in general, hereby also including the alienated students.