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A New Autonomy-supportive Way of Teachingt That Increases Conceptual Learning: Teaching in Students' Preferred Ways

Title
A New Autonomy-supportive Way of Teachingt That Increases Conceptual Learning: Teaching in Students' Preferred Ways
Author
장형심
Keywords
autonomy; autonomy support; conceptual learning; engagement; teaching
Issue Date
2016-08
Publisher
ROUTLEDGE JOURNALS
Citation
JOURNAL OF EXPERIMENTAL EDUCATION, v. 84, NO. 4, Page. 686-701
Abstract
We tested the educational utility of “teaching in students’ preferred ways” as a new autonomysupportive way of teaching to enhance students’ autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants’ perceived autonomy support, autonomy-need satisfaction, engagement (self-report and rater scored), and conceptual learning (self-report and rater scored). Multilevel analyses showed that participants randomly assigned to receive a preferred way of teaching perceived the teacher as more autonomy supportive and showed significantly greater autonomy-need satisfaction, engagement, and conceptual learning. Mediation analyses using multilevel modeling for clustered data showed that this way of teaching enhanced conceptual learning because it first increased students’ autonomy. We conclude that “teaching in students’ preferred ways” represents a way of teaching that increases students’ autonomy, engagement, and conceptual learning.
URI
https://www.tandfonline.com/doi/full/10.1080/00220973.2015.1083522https://repository.hanyang.ac.kr/handle/20.500.11754/76334
ISSN
0022-0973; 1940-0683
DOI
10.1080/00220973.2015.1083522
Appears in Collections:
COLLEGE OF EDUCATION[S](사범대학) > EDUCATION(교육학과) > Articles
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