Students' Experiences and Perceptions of In-Depth Approaches in Teaching and Understanding Subject Matter

Abstract

Students' experiences and perceptions of good teaching and understanding in literature and physics during one school year were investigated through in-depth interviews with students in eight Greek high school classes in the first, second and third grade. The pedagogical quality of in-depth teaching and understanding of subject matter, as described by the students, was investigated. Students' feelings of joy, pleasure and personal meaning in the teaching and learning situation were also in focus in the research. The investigation brought out three main types of approaches to subject matter in classroom teaching and learning: a logical/analytical approach, a holistic/reflective approach and an existential approach. These three approaches were common to teaching and understanding of literature and physics, with some variation in specific meaning within and between subjects. They also varied in presence and meaning between grades and students.