The functionality of biological knowledge in the workplace. Integrating school and workplace learning about reproduction

Abstract

This thesis reports on a design research project about a learning, supervising and teaching strategy to enable students in agricultural preparatory vocational secondary education (VMBO) to recognize the functionality of biological knowledge of reproduction in work placement sites. Although biological knowledge can be functionally used in many work placement sites it is not evident that students recognize that this is the case. Workplace characteristics, participation in work actions and workplace discourse strongly influence which knowledge is being verbalized and what can be learned in a workplace. The purpose of this project wasto provide theoretically and empirically grounded design characteristics for a workplace- and school-integrated educational strategy that enables students to recognize the functionality of disciplinary knowledge in the workplace. A literature study was conducted in search of theory-based design characteristics for such a strategy. These characteristics were used as a frame of reference for identifying problems and prospects of work placements in current agricultural VMBO. To gain insight into relationships between biological knowledge of animal reproduction and workplace actions in cattle farms and horse breeding farms educational materials were analysed and workplace supervisors and biology teachers were interviewed. This resulted in an overview of relationships to be found in vocational education practice. Based on the findings of the literature study, the identified problems and prospects and the overview of relationships an integrated school and workplace learning strategy was designed and field tested in two iterations. The strategy describes and justifies aligned student and supervisor actions and the expected learning outcomes, and mirrors a hypothetical learning trajectory. Each field test included six small-scale case studies, and focused on the practicability and effectiveness of the strategy. Data was collected at several moments during the work placement period using a multi-method approach. Results were obtained by analysing completed student assignments, recorded supervision talks, and administered interviews with students and supervisors. In the second field test additional lessons at school were also analysed. Besides insight in the practicability and effectiveness of each strategy component the project yielded seven theoretically and empirically grounded characteristics for a practicable and effective learning, supervising and teaching strategy that enables VMBO students to recognize the functionality of biological knowledge of reproduction in animal husbandry work placement sites. Finally, the applicability in other vocational contexts was discussed resulting is a general didactical structure for integrating school and workplace learning. The thesis concludes with discussing limitations of the design research, implications for the main curriculum components in VMBO and suggestions for further research.