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Towards a knowledge‐rich learning environment in preparatory secondary education
Author(s) -
Schaik Martijn,
Oers Bert,
Terwel Jan
Publication year - 2011
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411920903420008
Subject(s) - vocational education , curriculum , context (archaeology) , mathematics education , process (computing) , situated , psychology , pedagogy , knowledge management , computer science , paleontology , artificial intelligence , biology , operating system
In this case study a novel educational programme for students in preparatory vocational education was studied. The research questions were: (1) Which teaching/learning processes occur in a simulated workplace using the concept of a knowledge‐rich workplace? (2) What is the role of models and modelling in the teaching/learning processes? The curriculum project consisted of design and construction tasks. The students were collaboratively involved in the process of designing a tricycle for a real customer. This real‐life activity creates opportunities for students to develop and use models, which can be used in more than in one context. The case study explored how the teachers deal with the students’ explicit and implicit need for knowledge and skills. The main findings are that teachers more often provide this knowledge, rather than guide the students in reconstructing it, and towards the end of the project, knowledge tended to remain situated.