AbstractThe thematic field is 'Curriculum, pedagogy and learning ressources' and the topic is students' motivation for and perception of general subjects in the initial VET-programmes. In an empirical study of general subjects in VET that included interviews with the students in a variety of technical VET programmes I found that the students were more motivated for mathematics, chemistry and physics than for Danish and English (Aarkrog, 2007). In earlier studies I have focused on how transfer of theoretical knowledge differs according to the practical situations (Aarkrog, 2004; 2006)
The objective of the paper is to explain the students' different perceptions of the two groups of subjects, the purpose being to qualify the teaching methods in the humanities. The general subjects are an important part of VET curricula. However, the students are generally more motivated for the practical than theoretical parts of the programmes. Accordingly motivation by stregthening the connection between general theory and practice is a central challenge for the teachers in VET.
As state of the art Research projects include the devlopment of VET curricula from qualification analyses (Rauner, 2004), the general subjects in VET (Wassenden, 2001; Mjelde, 2006; Berg, 2001; Nilsson, 1981) and the connection between general and vocational knowledge (Gamble, 2004). However, there no research has focused on illustrating and explaning the students' differentiated view of the general subjects.
The research question is: How can we explain that the students in the techical VET-programmes are more motivated for the mathematic natural science subjects than for the humanities?
Since the reform of the Danish VET-programmes in 1991 teaching general subjects has included relating the subjects to the students' current or future vocational practice. In other words one would talk about 'carpenter Danish' or 'kitchen chemistry'. Accordingly the explanations provided in the paper will centre around practice relation, meaning a focus on the practice to which the subjects relate and the way of relating the theoretical knowledge to practice.
Jack Mezirow's distinction between instrumental and communicative learning is used for the analysis of practice and the ways of relating to practice (Mezirow, 1994; 1998). Earlier research projects have shown that the students' motivation for the general subjects increase parallel with their professional development. The Dreyfus brothers' stages of skill acquisition from novice to expert (Dreyfus & Dreyfus, 1986) and William Perry's map of cognitive development (Perry, 1970) are applied for an analysis of the students' changing views of the general subjects throughout the programme.
Methodology or methods/research instruments or sources used:The study is based on interviews combined with surveys among students in the technical VET programmes, includeing both basic and main courses.
Conclusions or expected outcomes or findings:The expected conclusions are: Students in the technical VET programmes are more interested in learning mathematics, chemistry and physics than Danish and English not only because the former subjects are closer connected to what the students perceive as the core of the vocational practice, but also because the subjects mostly include instrumental knowledge whereas the humanieties also include communicative knowledge. Communicative knowledge is more complicated than instrumental knowledge.
As the students develop their competences they will gradually become more interested in the humanities and they will generally develop an interest in applying theoretical knowledge not only for performing in practice but also for explaining actions and performance in practice
References (including own publications):-Berg, T. (2001). Yrkesretting av allmennfag: Pliktløp eller kjærlighet? In W. Wasenden (Ed.), Yrkesretting som pedagogisk prosess (Vol. 4, pp. 32-45). Akershus: Høgskolen i Akershus.
-Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine. The power of human intuition and expertise in the era of the computer. Glasgow: Basil Blackwell.
-Gamble, J. (2004). General knowledge and vocational knowledge: And never the twain shall meet? Working Knowledge in a Globalizing World. Oslo.
-Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, 44(4).
-Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185-198.
-Mjelde, L. (2006). The magical properties of workshop learning. (Vol. vol 2). Bern: Peter Lang.
-Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. Austin, Tex: Holt, Rinehart & Winston.
Wasenden, W. (2001). Noen synspunkter på forholdet mellom allmennfag og yrkesfag i yrkesutdanningen i tiden før reform 94. In W. Wasenden (Ed.), Yrkesretting som pedagogisk prosess (Vol. 4, pp. 5-21). Akershus: Høgskolen i Akershus.
-Aarkrog, V. (2004). Transfer in interactive processes. In K. Illeris (Ed.), Learning in working life (pp. 163-176). Frederiksberg: Roskilde University Press.
-Aarkrog, V. (2006). Apprentices' transfer of knowledge from school to workplace in the vet dual system: A study of a vet-programme for rescue officers. In R. Daly & L. Mjelde (Eds.), Working knowledge in a globalizing world. From work to learning, from learning to work. (pp. 25-37). Bern: Peter Lang.
-Aarkrog, V. (2007). Det hjælper ikke at være i værkstedet, når man skal lære areal og rumfang. En teoretisk og empirisk analyse af praksisrelateret undervisning i erhvervsuddannelserne. København: Danmarks Pædagogiske Universitet.
