Fostering deep learning and knowledge development in competence-based PVSE : a case study

In the Netherlands, about 50 to 60 percent of the students between 12 and 16 years of age attend schooling in Pre-Vocational Secondary Education (PVSE). Recently, in a part of these PVSE schools competence-based learning environments have been implemented. In these learning environments active student learning is strived for, often using authentic projects in which theory and practice are integrated as the starting point for learning. Competence-based learning environments are supposed to make an appeal to students’ intrinsic goal orientations and deeper learning processes (Koopman, et al., 2011a). Development of competencies is aimed at, thus focusing not only at the development of skills and attitudes, but also at development of student knowledge (van Schaik, et al., 2010). There are some indications that student motivation can indeed be enhanced in such learning environments. It seems to be more difficult for teachers to also evoke deep learning and knowledge development. In a quantitative study (Koopman, et al., 2011a; Koopman, et al. 2011b), one school succeeded in realizing aims related to competence-based education, and could thus be considered a good practice. Compared to 13 other schools, students in this school preferred deep learning activities to a larger degree than their peers. Also the elaborateness and organization of their knowledge increased more strongly compared to students in the other schools. A case study was therefore carried out aimed at investigating the characteristics of that learning environment in terms of the content and organization of the program and the manner in which students were guided by the teachers (cf. de Bruijn, et al., 2005). The central question in this study was: Which characteristics of the learning environment and which knowledge and behaviours of teachers regarding student guidance promote students’ learning processes and the development of knowledge?