What do students learn in the class? The micro-study of one department

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F24%3A73625663" target="_blank" >RIV/61989592:15210/24:73625663 - isvavai.cz</a>

Výsledek na webu

<a href="https://amps-research.com/wp-content/uploads/2024/09/Amps-Proceedings_Series_36.2.pdf" target="_blank" >https://amps-research.com/wp-content/uploads/2024/09/Amps-Proceedings_Series_36.2.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

What do students learn in the class? The micro-study of one department

Popis výsledku v původním jazyce

The underlying assumption of the article is that university teachers believe that they teach with students&apos; expectations in mind, i.e., that they teach independence in searching, evaluating and presenting information in addition to educational content. They teach to argue, to question, to think critically, and to use digital technologies effectively. They also believe that they motivate students, activate them, and lead them to teamwork. Survey of teachers&apos; perspective on this topic is therefore meaningless. Even by analysing documents (teaching materials or course curricula), it is not possible to find out what is behind the educational content. Therefore, it seems that the only way to find out how and what university teachers teach and what students gain besides the knowledge and skills declared in the curriculum, is to ask students directly.In the first part of the article, we briefly introduce the context of Czech higher education. In the second part, we will focus on the results of a questionnaire survey we conducted among a target group of students of Social Studies and Humanities in one department of one Faculty of Arts. Our aim was to determine what students actually learn in their courses, which may be formulated in the form of the following main research question: What do students learn in the class? We were particularly interested in what students learn beyond the curriculum, i. e. other than the knowledge and skills declared in the curriculum. In order to narrow the area, we formulated three research sub-questions: 1. Do they gain the knowledge and skills declared in the curriculum? 2. Do their expectations of the knowledge and skills acquired in the classroom match the curriculum? 3. Do students gain anything else from the learning experience other than the knowledge and skills declared in the curriculum?

Název v anglickém jazyce

What do students learn in the class? The micro-study of one department

Popis výsledku anglicky

The underlying assumption of the article is that university teachers believe that they teach with students&apos; expectations in mind, i.e., that they teach independence in searching, evaluating and presenting information in addition to educational content. They teach to argue, to question, to think critically, and to use digital technologies effectively. They also believe that they motivate students, activate them, and lead them to teamwork. Survey of teachers&apos; perspective on this topic is therefore meaningless. Even by analysing documents (teaching materials or course curricula), it is not possible to find out what is behind the educational content. Therefore, it seems that the only way to find out how and what university teachers teach and what students gain besides the knowledge and skills declared in the curriculum, is to ask students directly.In the first part of the article, we briefly introduce the context of Czech higher education. In the second part, we will focus on the results of a questionnaire survey we conducted among a target group of students of Social Studies and Humanities in one department of one Faculty of Arts. Our aim was to determine what students actually learn in their courses, which may be formulated in the form of the following main research question: What do students learn in the class? We were particularly interested in what students learn beyond the curriculum, i. e. other than the knowledge and skills declared in the curriculum. In order to narrow the area, we formulated three research sub-questions: 1. Do they gain the knowledge and skills declared in the curriculum? 2. Do their expectations of the knowledge and skills acquired in the classroom match the curriculum? 3. Do students gain anything else from the learning experience other than the knowledge and skills declared in the curriculum?

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

AMPS proceedings series 36

ISSN

2398-9467

e-ISSN

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Svazek periodika

36

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

12

Strana od-do

201-212

Kód UT WoS článku

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EID výsledku v databázi Scopus

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