Quantitative characteristics of teaching materials in Danish L1-teaching
Submitted by:
Simon S. Fougt
Abstract:
Key words: Digital and analogue learning materials in L1, quantitative data
Researchers around the L1-group at the University of Aarhus decided to create knowledge of the content of teaching materials in L1 through quantitative and qualitative analysis. Other participants in the project presenting qualitative analysis at the conference are Anna Karlskov Skyggebjerg, Jesper Bremholm and Helle Rørbech.
This paper presents the quantitative results, based on the following research question: What characterizes teaching material used in Danish L1? What does it say about the teaching in Danish L1? How does this correspond with the Danish teaching standards?
In a nationally representative quantitative survey, 639 Danish L1 teachers were asked which (up to five) teaching materials they had used the previous two months. 315 unique materials were identified. A framework for characterizing their content and pedagogical approaches was developed data driven and used to score all materials.
Results show a L1-subject highly focused on spelling (spelling comprises 29% of the content in grades 1-3, 16-20% in grade 4-10). In grade 1-3 reading make up a large part (34%), while literature, especially analysis, has a strong presence in later grades (19-22%). Communication and media education take up very small amounts of the teaching material, as does the other Nordic languages.
Spearman’s rank correlations show that teaching of spelling and grammar typically is isolated from teaching of other contents.
Digital material has gained ground, especially in grade 7-10 (50% of the material is digital).
Pedagogical approaches are dominated by repetitive teaching especially in grade 1-3, whereas instructivist and scaffolding approaches are more prevalent in grade 7-10. Practice scaffolding approaches are almost non-existent.
The content in Danish L1 teaching materials are characterized as thus traditional and not corresponding well with either the teaching standards or commonly accepted learning theories (Blumenfeld et al., 2006). The digital material seems to be slightly more on par with teaching standards and progressive learning theories, suggesting a positive development.
References
Blumenfeld, P. C., Kempler, T. M., Krajcik, J. S. & Blumenfeld, P. (2006). Motivation and Cognitive Engagement in Learning Environments. In: Sawyer, R. K. (ed.), The Cambridge Handbook of the Learning Sciences (pp 475-488). New York: Cambridge University Press.
Bundsgaard, J. Buch, B. and Fougt, S.S. (forthcoming a): Danskfagets læremidler. En karakteristik af anvendte læremidler og deres indhold, didaktik og pædagogik. In: Bremholm, J., Bundsgaard, J., Skyggebjerg, A.K. & Fougt, S.S. (eds.), Læremidler i dansk. Aarhus Universitetsforlag.
Bundsgaard, J. Buch, B. and Fougt, S.S. (forthcoming b): Viden om danskfagets læremidler. Begrundelse, baggrund og metode i en kvantitativ undersøgelse. In: Bremholm, J., Bundsgaard, J., Skyggebjerg, A.K. & Fougt, S.S. (eds.), Læremidler i dansk. Aarhus Universitetsforlag.