Shut-down learning as a phenomenological experience among High School Chemistry students

Abstract

This phenomenological study aimed to understand the experiences of shut-down learning among high school chemistry students. Phenomenological interview was the primary tool used in extracting the meaning of shut-down learning. Of the 34 students interviewed, 15 cases were transcribed and analyzed, and 7 cases were used to represent the findings of the study. It was revealed that shut-down learning inevitably occurred in the students. Their experiences were categorized into conscious and unconscious. Conscious shut-down learning occurred intentionally among participants when they encountered the following situations: prior knowledge of the lesson, schedule of classes and physical set-up of the room, immediate distractions from classmates, friends, and teachers, and physical appearance of the teacher and classmates. Unconscious shut-down learning took place unpredictably when the participants were disturbed by the following situations: family problems preoccupying their mind, preoccupation with problems in school, recurring thoughts of their dreams, future, ambitions, achievements, and some special people, difficult lessons in chemistry, physical and mental condition of a learner, and incomprehensible lesson presentation of the teacher. Manifestations, feelings, and outcomes associated with shut-down learning were the following: physically present but mentally absent states; empty mental states; feeling as if floating in air; feeling alone, guilty, bad, good, happy, shy, irritated, or angry; and having mixed emotions. Moreover, they cannot identify what and how to feel. Finally, the shut-down learners were generally noisy and restless; drew, wrote, or doodled for the entire class period; daydreamed or slept; had low test scores; and sometimes cheated during examinations.