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Elevmedverknad, læring og motivasjon. Ei kvalitativ studie av korleis lærarar i ungdomsskulen praktiserer elevmedverknad i undervisningssamanheng

Gjerdset, Ingebjørg Pauline
Master thesis
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URI
https://hdl.handle.net/1956/8956
Date
2014-11-17
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Abstract
Student participation is authorized both in the Education Act and in other documents from Norwegian school authorities. Students should participate in both planning and implementation of learning activities, as well as taking part in the assessment process. The results from the annual "Elevundersøkelsen" indicates that the pupils experience little opportunities for participation. The aim of this study is to shed light on how teachers in secondary school understand the concept of student participation, and how this is linked to learning and motivation. In order to examine this, I did a qualitative study where I interviewed six secondary school teachers about their understanding of student participation, how they practice it, and what their experiences are. The findings indicate that the use of student participation for the most part is indirect, and that this is connected to the teachers´ understanding of the concept and how to implement student participation in classroom activities. The teachers indicate that they understand how student participation might influence learning and motivation in a positive manner, but find it difficult to prioritize it as it is too time-consuming as compared to more traditional learning activities.
 
Elevmedverknad i fag er heimla både i Opplæringslova og i styringsdokumenta for skulen. Denne medverknaden omfattar både deltaking i planlegging og gjennomføring av undervisninga, og deltaking i vurderingsarbeid. Resultata frå Elevundersøkinga viser imidlertid at elevane opplever å ha lite medverknad i fag. Temaet for denne masteroppgåva er å belyse korleis lærarar i ungdomsskulen brukar elevmedverknad i faga, og korleis dette kan fremje læring og motivasjon. For å belyse dette gjennomførte eg ei kvalitativ studie der eg intervjua seks ungdomsskulelærarar om deira syn på elevmedverknad, deira praksis, og kva erfaringar dei har med dette. Funna frå undersøkinga tyder på bruken av elevmedverknad i fag for det meste er indirekte og dette heng saman med at lærarane si forståing av kva elevmedverknad er og korleis dei kan bruke det er uklar. Lærarane ser at det kan ha ein positiv effekt på læring og motivasjon, men finn det vanskeleg å prioritere dette fordi dei opplever det som for tidkrevjande i høve meir tradisjonell undervisning
 
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The University of Bergen
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