Co-Creating Learning in Oceanography

Using active methods to involve students in teaching improves student learning (Deslauriers et al., 2011, 2019; Freeman et al., 2014). For many teachers, breaking up a lecture with multiple choice questions and peer instruction has become an integral part of their teaching (Stains et al., 2018). We suggest involving students in creating the framework in which they learn together with their teachers (Cook-Sather et al., 2014; Bovill, 2020). Teaching then becomes more inclusive, and students try out new roles that support them in becoming more independent, secure, and responsible (Bovill, 2020). Co-creation gives students the chance to feel competent both in class and in their lives, as formative interactions make taught content more relevant to them (Boston, 2002; Black and William, 2009). Experiencing competency, autonomy, and relatedness is what makes intrinsic motivation possible (Deci and Ryan, 2000). It is thus not surprising that co-creation enhances learning and leads to more positive interactions between students and teachers (Bovill, 2020; Kaur and Noman, 2020).

The wider outcomes of schools as societies

This chapter looks at how education and experiences at school can influence outcomes and attributes other than cognitive attainment. After all, while attainment is important, it is only one possible educational outcome of schooling. Others such as wellbeing, enjoyment of learning, or preparation for adult life could be just as important. Although interventions and policies to enhance wellbeing, resilience, or engagement may not convert into higher attainment, they can still lead to positive outcomes in their own right. Thus, the topics addressed in this chapter fall into two main categories. It looks at formative interactions at school between adults and students, and between student peers as well as their link to students' intentions for the future, their sense of justice, and expectations of life. The chapter then evaluates interventions intended to improve students' non-cognitive outcomes such as communication, teamwork, and confidence.