University of Oulu

Knowledge construction and psychological need support in student-centred learning contexts: an experiment with Estonian 6th grade students

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Author: Linde, Merlin1
Organizations: 1University of Oulu, Faculty of Education, Educational Sciences
Format: ebook
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.1 MB)
Persistent link: http://urn.fi/URN:NBN:fi:oulu-201706022427
Language: English
Published: Oulu : M. Linde, 2017
Publish Date: 2017-06-05
Physical Description: 76 p.
Thesis type: Master's thesis
Tutor: Vuopala, Essi
Reviewer: Vuopala, Essi
Näykki, Piia
Description:
The present study analysed the learning outcomes and psychological need support of Estonian 6th grade students (N = 43) in collaborative, peer-supported and individual learning contexts. The study compared the three learning contexts in terms of knowledge construction and psychological need support as well as analysed the relationship between knowledge construction, work performance and psychological need support across the learning contexts. The study was experimental and was designed as a problem-based history lesson, where students were asked to complete a problem-based worksheet either collaboratively (N = 23), individually (N = 9) or with peer support (N = 10). Students were also asked to fill in a pre-test and post-test questionnaire to measure their knowledge and self-reported psychological need support or thwarting. The findings of this study suggest that students’ psychological needs are most supported in peer learning contexts. It was also found that learning outcomes are connected to psychological need support and good work performance does not necessarily predict high quality knowledge construction. The study found collaborative learning to be the learning context where students create best-quality products and peer learning to result in the highest quality of constructed knowledge. While the empirical findings of this study supported the theory and the posed hypotheses, additional research could confirm and elaborate these results. Implications for teaching practice and future research were discussed.
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Copyright information: © Merlin Linde, 2017. This publication is copyrighted. You may download, display and print it for your own personal use. Commercial use is prohibited.