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Student characterization of learning pathways.

Article Excerpt
Abstract

Recent learning theories describe hierarchical models of learning processes suggesting that student learning is enhanced when students are taught "higher level" processes and are scaffolded into the next level in the hierarchy. Insights of middle school students participating in a focus group suggest that hierarchical learning pathways are not recognized; instead, learning pathways are discrete and independent. Exposure to new learning strategies is meaningful to allow students to increase their learning repertoires within their identified learning path. Simultaneously, the definition of academic success should be revised, given that students' learning paths heavily influence how students learn.

Introduction

Several models of student learning have been theorized in the last several years. Alexander and colleagues (Alexander, Jetton, & Kulikowich, 1995; Jetton & Alexander, 1997; Murphy & Alexander, 2002) have suggested a tripartite model of domain learning in which academic interest and access to learning strategies influences one's ability to learn both academic content and new strategies. Other work (Burns & Gentry, 1998; Ee, Moore, & Atputhasamy, 2003; Ericson & Ellet, 2002) highlights the importance of student motivation, student perception of their own roles as students, and the value students place on school attendance and formal education. Another research path has focused on the role of the teaching and learning of meta-cognitive strategies (Flowerday & Schraw, 2000; MacKenzie, 2001; Pogrow, 1999). All models include elements of hierarchical learning process structures and each theory presents a viable explanation for some aspect of student knowledge creation in the classroom. The strengths of these theories lie in their ability to clarify a single aspect of student thinking and learning.

Many curricular reforms have been implemented to encourage educational restructuring to ensure that students are exposed to a variety of tools and motivational sets and are taught the "higher level" processes, encouraging curiosity and exploration of learning strategy options. However, evidence suggests that external motivators contribute little to student learning unless students enter the classroom already curious (Burns & Gentry, 1998; Ericson & Ellett, 2002; Rittle-Johnson, Siegler & Alibali, 2001).

These learning models, arguably viable representations of various aspects of student learning processes, address learning "from the outside." That is, while the students have been the subjects of the research, they have not participated in the development of, nor have they responded to and elaborated on, the proposed models. Student insights, clarifying their own understanding of what they actually "do," as opposed to what we are able to observe, may shed light on how these theoretical learning models are integrated within the reality of...