Let's Get Physical: Et interventionsstudie af kropslig læring i STX engelskundervisningen
Forfattere
Seibæk, Pernille Plætner ; Jensen, Julie Overgaard
Semester
4. semester
Uddannelse
Udgivelsesår
2016
Afleveret
2016-01-04
Antal sider
104
Abstract
Specialet undersøger kropslig læring (embodied learning) i andetsprogsundervisning på det almene gymnasium (STX), med fokus på engelsk i 1.g. Forskning peger på, at fysisk aktivitet kan styrke læring gennem kognitive effekter, bedre sociale kompetencer, motivation og koncentration. Efter skolereformen i 2014 har folkeskolen indført 45 minutters daglig bevægelse, men gymnasiet har endnu ikke fulgt med. Formålet er at vurdere, om kropslig læring har sin berettigelse i engelskundervisningen, og hvordan den påvirker elevers læringsproces og læreres praksis, sammenlignet med traditionel siddende undervisning. Studiet bygger på en blandet metode og en erfaringspædagogisk ramme inspireret af Kolbs teori. I et interventionsforløb på Nørresundby Gymnasium & HF i efteråret 2015 deltog to 1.g-klasser: 1.x gennemførte et forløb med kropslige aktiviteter, mens 1.u fulgte et traditionelt forløb. Data bestod af elevjournaler, grammatikprøver i udfyld-hullerne-format (cloze), deltagerbaserede, ustrukturerede observationer og et semistruktureret interview med læreren. Analyserne omfattede kategorisering, deskriptiv statistik, Pearsons korrelation, χ2-test og fortolkende meningsanalyse. Begge hold forbedrede sig, men 1.x klarede sig bedre på alle mål. Korrelationen mellem de to prøver i 1.x var stærk og signifikant (r=.645, p=.002), mens den var svag og ikke signifikant i 1.u (r=.296, p=.134). χ2-testen fandt dog ingen signifikant forskel mellem metoderne (χ2 (1, n=47)=1.68, p>0.05). Kropslig læring gav en mere jævnt fordelt og mere ideel læringsproces, men var noget udfordrende at gennemføre i praksis: den ændrede rammerne, skabte uforudset konkurrence og kortvarigt kaos, som efterfulgtes af høj koncentration. Konklusionen er, at kropslig læring har berettigelse i engelskundervisning i 1.g STX, og fundene peger på fordele i forhold til siddende undervisning, selvom ikke alle statistiske test viste klare forskelle.
This thesis examines embodied learning—using movement and the body as part of instruction—in second language classrooms in Danish upper secondary school (STX), focusing on English in first-year classes. Prior research suggests that physical activity can enhance learning via effects on cognition, social skills, motivation, and concentration. After the 2014 reform, lower secondary school (Folkeskole) introduced 45 minutes of daily physical activity, but upper secondary has not. The aim is to assess whether embodied learning belongs in English teaching and how it affects students’ learning processes and teaching practice, compared with traditional, sit-down instruction. The study uses a mixed-methods design framed by Kolb’s experiential learning theory. In an intervention at Nørresundby Gymnasium & HF in fall 2015, two first-year classes participated: class 1.x followed a movement-based lesson plan, while class 1.u followed a traditional plan. Data included student journals, fill-in-the-blank grammar tests (cloze), participant, unstructured classroom observations, and a semi-structured interview with the teacher. Analyses comprised categorization, descriptive statistics, Pearson’s correlation, a chi-square (χ2) test, and interpretive analysis. Both groups improved, but 1.x outperformed 1.u on all measures. Correlations across the two tests were strong and significant in 1.x (r=.645, p=.002) and weak and not significant in 1.u (r=.296, p=.134). However, the χ2 test did not show a significant difference between methods (χ2 (1, n=47)=1.68, p>0.05). Embodied learning produced a more evenly paced and more ideal learning process, yet it was somewhat challenging to implement: it altered class routines, prompted unplanned competition and brief chaos, which gave way to a highly focused learning environment. The thesis concludes that embodied learning is appropriate for 1.g English in STX, and the findings support advantages over sedentary teaching, even though not all statistical tests showed clear differences.
[Dette resumé er genereret ved hjælp af AI]
Emneord