Students' approaches to Project Work: Self-regulated learning in Swedish upper secondary school
2010 (English)In: US-China Education Review, ISSN 1548-6613, Vol. 7, no 2, 16-27 p.Article in journal (Refereed) Published
Individualized schoolwork and self-regulated learning has expanded in Sweden during the last decades. Such teaching methods affect the roles of teachers and students, and the demand for student responsibility increases. Upper secondary school in Sweden includes vocational and study preparation programmes, which both give general access to higher education. Since 2000 all students entering upper secondary school have to take a course called Project Work (100 credits). The preceding course Special Work (20 credits) was only part of the study preparation programmes. This expansion from 20 to 100 credits and from a few to all study programmes was a considerable change. The study is built on data from interviews with upper secondary school students about their approaches to Project Work, as an example of self-regulated learning practices. Qualitative analyse and classification is based on earlier developed categories, and to some extent tendencies in students’ development over time are explored. The results throw light on the relationship between different types of projects, grades and students’ approaches to Project Work. Special interest is given to approaches considered as problematic from an educational point of view. Socio-cultural aspects show some impact, although the students’ difficulties turn out to be more of an educational challenge.
Place, publisher, year, edition, pages
2010. Vol. 7, no 2, 16-27 p.
Project Work, students’ approaches, upper secondary school, socio-cultural background, phenomenography
Pedagogy Pedagogical Work
Research subject Education; Educational Sciences in Arts and Professions
IdentifiersURN: urn:nbn:se:su:diva-38199OAI: oai:DiVA.org:su-38199DiVA: diva2:307159