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Elevers interaktiva lärande vid problemlösning i grupp : en processtudie

Jakobsson, Anders LU (2001) In Studia psychologica et paedagogica. Series altera 156.
Abstract (Swedish)
Popular Abstract in Swedish

Denna studie rapporterar ett undervisningsförsök i en 8:e klass (age 14-15) med 20 elever. Eleverna har bearbetat en naturvetenskaplig problemställning om växthuseffekten och jordens globala uppvärmning utifrån ett problemlösande och informationssökandarbete i grupp. Deras uppgift har varit att beskriva de fenomen och faktorer som påverkar jordens globala temperatur i olika riktningar. Eleverna har arbetat i grupper om 4-5 elever/grupp och har haft tillgång till IKT, böcker, artiklar och en speciell start- och resurssida på Internet. Avsikten med studien har varit att studera hur elevernas kunskaps utvecklas under problemlösningsprocessen och vilka faktorer som påverkar lärandet. För att kunna... (More)
Popular Abstract in Swedish

Denna studie rapporterar ett undervisningsförsök i en 8:e klass (age 14-15) med 20 elever. Eleverna har bearbetat en naturvetenskaplig problemställning om växthuseffekten och jordens globala uppvärmning utifrån ett problemlösande och informationssökandarbete i grupp. Deras uppgift har varit att beskriva de fenomen och faktorer som påverkar jordens globala temperatur i olika riktningar. Eleverna har arbetat i grupper om 4-5 elever/grupp och har haft tillgång till IKT, böcker, artiklar och en speciell start- och resurssida på Internet. Avsikten med studien har varit att studera hur elevernas kunskaps utvecklas under problemlösningsprocessen och vilka faktorer som påverkar lärandet. För att kunna beskriva elevernas utveckling har alla uttalanden, antaganden, hypoteser och diskussioner dokumenterats med hjälp av 5 videokameror. Elevernas kunskaper och deras förståelse har också dokumenterats fortlöpande med hjälp av skriftliga provuppgifter och intervjuer. På så sätt har elevernas kunskaper bedömts före, under och efter undervisningen. Totalt har över 50 timmars videoupptagningar och annat material analyserats. En central utgångspunkt för studien är att elevers lärande sker i sociala sammanhang och i en språklig interaktion med andra elever. Enligt en sociokulturell eller socialkonstruktivistisk teori utvecklas kunskap i samtal då människor kommunicerar med varandra och försöker förstå varandra. Resultaten i studien visar stora skillnader mellan olika elevers sätt att bearbeta problemställningen. Elever med en stark kunskapsutveckling bearbetar problemställningen med mer effektiva lösningsstrategier än de elever som har en svag utveckling. För att kunna ge en bakomliggande förklaring till dessa skillnader har jag konstruerat fem olika "lärattityder". De fem lärattityderna är: Meningsskapare, Kunskapsbyggare, Etiker, Reproducenter, och Relationsunderhållare. Om man relaterar olika elevers kunskapsutveckling till vilken lärattityd eleverna har visar det sig att Meningsskapare, Kunskapsbyggare, Etiker har en betydligt starkare kunskapsutveckling än Reproducenter och Relationsunderhållare. Studien visar också att samarbete är en viktig faktor för att lyckas under problemlösningsprocessen. Några produktiva samarbetstyper är; asymmetriskt samarbete, samarbete som resulterar i perspektivbyte och samarbete som utvecklar elevernas lärattityder. (Less)
Abstract
Abstract



This study gives an account of a teaching situation in the eighth grade with 20 student's aged 14-15. The students have worked with a scientific problem focussed on the greenhouse effect and the earth's global warming, based on a problem solving and information seeking way of working in groups. Their task has been to describe the phenomena and factors that influence the earth's global temperature in various ways. The students have worked in groups comprising 4-5 students per group and have had, at their disposal, access to ICT, books, articles and a special start and resource page on the Internet. The purpose of the study has been to account for the ways in which the students' cognition and knowledge develops... (More)
Abstract



This study gives an account of a teaching situation in the eighth grade with 20 student's aged 14-15. The students have worked with a scientific problem focussed on the greenhouse effect and the earth's global warming, based on a problem solving and information seeking way of working in groups. Their task has been to describe the phenomena and factors that influence the earth's global temperature in various ways. The students have worked in groups comprising 4-5 students per group and have had, at their disposal, access to ICT, books, articles and a special start and resource page on the Internet. The purpose of the study has been to account for the ways in which the students' cognition and knowledge develops during the problem solving process and what the factors are that influence learning. In order to describe this process all comments, assumptions, hypotheses and discussions have been documented using five video cameras. The students' cognitive and knowledge development as well as their understanding during the process has been continuously documented through the use of written tests and interviews. In this way it has been possible to assess the students' knowledge before, during and after the teaching period. A total of over 50 hours of video film and other material has been analysed. A central point of departure for the study has been the assumption that student learning occurs in social contexts and in linguistic interaction with other students. According to a socio-cultural and social constructivistic theory, knowledge develops through discussions when people communicate and try to understand one another. The results of the study point to discrepancies between different students' ways of tackling the problem. Students who show a marked cognitive and knowledge development pattern have more effective solving strategies than those whose development is not as marked. In order to explain the causes that lie behind these differences I have constructed five different "learning attitudes". These are: creators of meaning, constructors of knowledge, ethical evaluators, reproducers and maintainers of relationships. When these learning attitudes are related to the students' cognitive and knowledge development it becomes evident that the creators of meaning, constructors of knowledge and ethical evaluators have a predominantly stronger cognitive and knowledge development that the reproducers and maintainers of relationships. The study also shows that collaboration is an important factor in order to succeed during the problem solving process. Some productive collaborative types are: asymmetrical collaboration, collaboration that results in a change of perspective and collaboration that develops the students' learning attitudes. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Sjöberg, Svein, Oslo
organization
alternative title
Pupils interactive learning in groups during problem solving processes
publishing date
type
Thesis
publication status
published
subject
keywords
social constructivistic theory, science, problem solving in groups, learning attitudes, greenhouse effect, Key words: cognitive and knowledge development, collaboration, socio-cultural theory., Pedagogy and didactics, Pedagogik, didaktik
in
Studia psychologica et paedagogica. Series altera
volume
156
pages
304 pages
publisher
School of Education, Malmö University
defense location
School of Education Malmö, at 10.15pm, sal E 122
defense date
2001-05-18 10:15
external identifiers
  • other:ISRN: LUSADG (SAPP-1081)1-304 (2001)
ISSN
0346-5926
ISBN
91-88810-19-4
language
Swedish
LU publication?
yes
id
f163075c-c7d6-44ed-86df-3272c45697c1 (old id 20050)
date added to LUP
2007-05-28 07:51:58
date last changed
2018-05-29 10:50:58
@phdthesis{f163075c-c7d6-44ed-86df-3272c45697c1,
  abstract     = {Abstract<br/><br>
<br/><br>
This study gives an account of a teaching situation in the eighth grade with 20 student's aged 14-15. The students have worked with a scientific problem focussed on the greenhouse effect and the earth's global warming, based on a problem solving and information seeking way of working in groups. Their task has been to describe the phenomena and factors that influence the earth's global temperature in various ways. The students have worked in groups comprising 4-5 students per group and have had, at their disposal, access to ICT, books, articles and a special start and resource page on the Internet. The purpose of the study has been to account for the ways in which the students' cognition and knowledge develops during the problem solving process and what the factors are that influence learning. In order to describe this process all comments, assumptions, hypotheses and discussions have been documented using five video cameras. The students' cognitive and knowledge development as well as their understanding during the process has been continuously documented through the use of written tests and interviews. In this way it has been possible to assess the students' knowledge before, during and after the teaching period. A total of over 50 hours of video film and other material has been analysed. A central point of departure for the study has been the assumption that student learning occurs in social contexts and in linguistic interaction with other students. According to a socio-cultural and social constructivistic theory, knowledge develops through discussions when people communicate and try to understand one another. The results of the study point to discrepancies between different students' ways of tackling the problem. Students who show a marked cognitive and knowledge development pattern have more effective solving strategies than those whose development is not as marked. In order to explain the causes that lie behind these differences I have constructed five different "learning attitudes". These are: creators of meaning, constructors of knowledge, ethical evaluators, reproducers and maintainers of relationships. When these learning attitudes are related to the students' cognitive and knowledge development it becomes evident that the creators of meaning, constructors of knowledge and ethical evaluators have a predominantly stronger cognitive and knowledge development that the reproducers and maintainers of relationships. The study also shows that collaboration is an important factor in order to succeed during the problem solving process. Some productive collaborative types are: asymmetrical collaboration, collaboration that results in a change of perspective and collaboration that develops the students' learning attitudes.},
  author       = {Jakobsson, Anders},
  isbn         = {91-88810-19-4},
  issn         = {0346-5926},
  keyword      = {social constructivistic theory,science,problem solving in groups,learning attitudes,greenhouse effect,Key words: cognitive and knowledge development,collaboration,socio-cultural theory.,Pedagogy and didactics,Pedagogik,didaktik},
  language     = {swe},
  pages        = {304},
  publisher    = {School of Education, Malmö University},
  school       = {Lund University},
  series       = {Studia psychologica et paedagogica. Series altera},
  title        = {Elevers interaktiva lärande vid problemlösning i grupp : en processtudie},
  volume       = {156},
  year         = {2001},
}