Lad os tale om mundtlighed...: - Lydfortællinger i danskundervisningen
Oversat titel
Let us talk about orality: - Sound stories in Danish teaching
Forfattere
Nielsen, Casper Aagaard ; Steensig, Jakob Lyng Rahbek Bremholm ; Levin, Lars
Semester
4. semester
Udgivelsesår
2021
Afleveret
2021-06-02
Antal sider
81
Resumé
Danskfaget i folkeskolen fokuserer traditionelt på tekstarbejde og at styrke elevers læse- og skrivefærdigheder. Denne designbaserede undersøgelse (Design-Based Research) undersøger, hvordan et didaktisk design kan udvikles gennem flere iterationer for at øge elevers motivation for at arbejde med mundtlige tekster ved hjælp af teknologi. Med afsæt i pragmatisk læringsteori og selvbestemmelsesteori formulerer studiet fem designprincipper for mundtlighed i dansk. Metoden følger designbaseret forskning: Et undervisningsforløb afprøves, og interview- og spørgeskemadata analyseres for at justere forløbet og udlede nye principper. Designet afprøves i to iterationer på to folkeskoler med elever i 6. klasse. Resultaterne viser, at eleverne generelt er meget motiverede for at arbejde med lydfortællinger, særligt når de selv indtaler og redigerer. Samtidig har eleverne ofte svært ved at give hinanden feedback og profiterer af tydelige begreber og fokuspunkter, som kan støtte dem i den proces. Konklusionen er, at det motiverer eleverne at producere egne lydfortællinger, men at faktorer som grad af valgfrihed, forløbets progression og kvaliteten af det dialogiske samspil mellem lærer og elever kan være mindst lige så vigtige.
Danish as a school subject has traditionally emphasized working with texts and strengthening students’ reading and writing skills. This design-based research study investigates how a teaching design can be developed through multiple iterations to increase students’ motivation to work with oral texts using technology. Guided by pragmatic learning theory and self-determination theory, the study formulates five design principles for teaching oral skills in Danish. The method follows design-based research: a teaching sequence is tested, and interview and survey data are analyzed to refine the design and derive new principles. The design was trialed in two iterations at two primary schools with 6th-grade students. Findings show that students are generally highly motivated when working with audio stories, especially during self-directed recording and editing. At the same time, students often find it difficult to give peer feedback and benefit from clear concepts and focus points to support that process. The study concludes that producing their own audio stories motivates students, but factors such as the degree of choice, the progression of the sequence, and the quality of dialogic interaction between teacher and students may be at least as important.
[Dette resumé er omskrevet med hjælp fra AI baseret på projektets originale resumé]
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