Cognitive Activation and Achievement in Economics Lessons: Findings From Vocational Education and Training Learners in Switzerland

• In Event: Technical Education in the Workplace

Abstract

Empirical research has shown that for the competence development, learners’ cognitive activation is highly important. However, research on commercial vocational education and training (VET) has primarily focused on teachers’ (pedagogical) content knowledge. This raises the question of how to stimulate cognitive activities in Economics lessons and how learners develop Economic knowledge. Observational data of an empirical study tend to indicate low levels of cognitive activation. Learners' long-term and short-term perceptions are also rather average. Regarding Economics interest and knowledge, learners’ short-term (rather than long-term) perceptions show significant positive correlations. This could be explained by both the situation specificity of learners’ perceptions and the items used versus learners’ long-term (and rather global) perspective on cognitively stimulating learning activities.

Authors

• Doreen Flick-Holtsch, University of Zurich

• Juergen Seifried, University of Mannheim