Suchergebnisse

I artiklen præsenteres en mediesociologisk analyse af, hvordan magtrelationerne mellem lærere og elever former sig, når de formidles gennem digitale netværksmedier. Empirisk tages der afsæt i tre cases hentet fra gymnasial undervisning. Den tese, der forsvares i artiklen er, at magtrelationerne dekonstrueres i den aktuelle undervisning, men at dette hverken sker på en entydig, deterministisk eller for undervisningen totalt opløsende måde. Der argumenteres for, at den samfundsmæssige undervisning grundet de digitale medier befinder sig på et evolutionært mutationsstadium, hvor den i relation til magt kommer til udtryk på forskellig vis. Artiklen bidrager til forståelse af processen ved at stille en begrebsramme op og ved gennem de empiriske cases at vise forskellige positioner i forhold til, hvordan magt kommer til udtryk i den nuværende undervisning i danske gymnasieskoler.

Søgeord: Medier, magt, undervisning, interaktion, dekonstruktion.

ENGELSK ABSTRACT:
Jesper Tække and Michael Paulsen: Digital Media and Power in Teaching

This article is a media sociological study of how power relations between teachers and students emerge and vanish with the introduction of wireless network in classroom interactions. The analysis is based on three case studies from Danish upper secondary schools. The argument being defended in the article is that the long-established power relations between teachers and students are deconstructed through interaction with new media, but that the deconstruction does not occur in an unambiguous, deterministic or for teaching totally dissolving way. It is argued that the education system is at a stage of evolutionary mutation because of digital media and wireless networks, where power in teaching evolves in many diff erent ways. This article contributes to understanding the new power relations arising through the use of digital media and wireless networks by providing a conceptual framework and applying
this in a current situation.

Key words: Media, power, education, interaction, deconstruction.

What is excellent teaching? The essay reflects on this question based on the author's and other former students' experiences with professor Håkan Rydving's teaching and supervision. According to Rydving, supervision is the core practice of academics. It should consist of reading and commenting, and aim at inspiring, liberating, and supporting. The author uses Rydving's practice and ideas to think critically about current political programs for excellent teaching.

The aim of this contribution is to discuss the significance of a democratic approach in science education. Initially, the concept of "democracy" is outlined. According to the deliberative view, democracy is learnt and practiced in communication with others. Furthermore, according to sociocultural theory, communication also enhances scientific content knowledge. This implies that deliberative discussions could be helpful in carrying out teachers' dual assignment: to transmit knowledge and foster independent, judicious, democratic citizens. The discussion is approached through the presentation of a simulated teaching sequence. Based on this scenario, in which a socioscientific issue is the theme for deliberation, the possibilities and limitations of a deliberative approach in science education is discussed.

Hur uppfostrar man en kung? Idéhistorikern Andreas Hellerstedt beskriver de tankar om bildning, fursteuppfostran och statskonst som formulerades i Sverige under 1600-talet, och som låg till grund för den undervisning som de blivande kungarna Karl XI och Karl XII fick. Fram träder en bild av -hjältar-, alltså kungar och envåldshärskare, som av naturen särskilt begåvade och rustade att härska. [Bokinfo]

Denne artikel præsenterer en empirisk analyse af en 3. klasses elevers legende læringsstrategier til computerteknologi ved at designe med robotbyggesæt ud fra en virkelighedsnær problemstilling, som plastikaffald i havet. Analysen sker med afsæt i et mikro-etnografisk studie af et legebaseret undervisningsforløb, som var en del af et pilotprojekt, der testede og udviklede forskellige typer af undervisning til at lære elever i indskolingen om computerteknologi med robotbyggesættet LEGO WeDo 2.0. Artiklen tager udgangspunkt i en 3. klasse, som deltog i et mindre forløb i efteråret 2019. Observationerne og samtalerne med eleverne analyseres ud fra begreberne legekultur og computational tænkning til at beskrive og begribe elevernes legende læringsstrategier. Artiklen gennemgår tre analytiske nedslag, som repræsenterer de karakteristiske mønstre for elevernes strategier til at designe deres robotter. Her viser analysen, at mængden af tid og råderum har betydning for elevers dybere udforskning af computerteknologiske begreber gennem en legende tilgang med et robotbyggesæt.

Passion for learning has become a key concept in the politics of education. We want to establish schools where students are motivated, enthusiastic and feel a desire to learn. To achieve this on behalf of all students, an emphasis has to be placed on schools where students can experience mastery on the basis of their individual qualifications. Variation in instruction is crucial for students to feel mastery and thus the desire to learn more. A significant springboard for increased desire to learn can be found in enthusiasm. The enthusiastic teacher often receives a good deal of deserved attention. Only when students become enthusiastic about learning can beneficial learning outcomes arise. In The Enthusiastic Student the authors demonstrate how instruction that incorporates wonder, investigation and activation can lead to more enthusiastic students.

This anthology includes 12 peer-reviewed chapters written by authors who lecture in a broad range of subjects at Nord University's Faculty of Education and Arts.

The book is in two parts. The first part opens with introductory chapters that explain the concepts of wondering, investigative and activating instruction, and what distinguishes these three approaches from each other. In addition, the basic principles and overall perspective behind the choices of instructional form and the relationship to the student which will influence the learning outcomes in each case, are also explained. This is essential information when it comes to evaluating teaching practices: Why did the plan function well? Why did it not?

Part two of the book presents the different wondering, investigative and activating working forms. Some of the methods are presented within the context of one or two subjects; other methods are presented more generally. In these chapters, the reader will find examples that illustrate motivation theory, more insight into the value of interdisciplinary work, and possible effects we can achieve with teaching activity that is not necessarily out after that one right answer.

This anthology will be of interest to students and teachers seeking to create more enthusiasm among students in the teaching situation.