Learning Potentials in Reflective Group Study
Made by: Helle Ankerstjerne Mikkelsen - 20141802
Student Magister of Arts in Learning and Change Processes in AAU
Master of Arts in Learning and Innovative Change
May 31 2016
Thesis:
Which learning potentials can Reflective Group Study contribute to develop the dominant concept of learning in the Danish Folkeskole (school)?
This thesis examines through a theoretical study, which learning concept is the dominating after the introduction of the Danish Folkeskole Reform in 2014. Hereafter a theoretical study of Cooperative Learning, Collaborative learning, May’s Danish translation and interpreted version of Cooperative and Collaborative Learning and Skovsmose’s Inquiry Cooperation Model in order to reveal the learning potentials of these methods. Subsequently an examination of a case study with action research Reflective Group Study as a method, which is developed by the author of the thesis based on the theory of the thesis and furthermore refined in the case study’s action research*.
Reflective Group Study is a new composition of elements from previously mentioned methods. Reflective Group Study is a mix of the firm structure that Cooperative Learning offers, while the focus on the group’s shared reflections, where the students cooperate on developing their learning by means of a detecting, advocating, new-thinking, reformulating and challenging reflexive method.
The most dominant learning concept in the Danish Folkeskole is, after the establishing of the Danish Folkeskole Reform in 2014, changed into a more visible guided target of learning*, which has that effect that the more invisible and less suitable evaluation learning* is out of focus. That’s why this thesis will examine which options Reflective Group Study can contribute to develop and nuance the dominant concept of learning in the Danish Folkeskole (school).
The thesis will finally introduce an evaluation method that can be used for Reflective Group Study, which is not as visual and measurable, viewing to create motivation to and visibility of this kind of learning-relevans and correction.
The conclusion, in which learning potentials the method Reflective Group Study can contribute to develop the dominant kind of learning is, that this kind of learning among other things can contribute to develop pupil’s personal and versatile formation. Reflective Group Study forces pupil`s ability to cooperation, creativity, innovation, critical thinking and reflection. As visible guided targets of learning are adopted by law as a part of the Danish Folkeskole Reform of 2014, it is not immediately something to discuss or change. Investigations have also shown that pupils make profit of having knowledge about what and why they are learning. That´s why the purpose of the thesis is not only to criticize the dominant learning concept, but to investigate the concept, and in
this way to get knowledge about benefits and challenges in a way to be able to include more perspectives in learning, which can contribute to create better conditions to develop learning in a more nuanced perspective. Henceforth there is need of further investigations and development of evaluating methods, thus the sight of learning and evaluation nuances beneficially to both individuals and society.
The thesis is based on superior research questions, with the purpose to discuss and answer the problem definition of the thesis.
The first question is a theoretical and cultural analysis concept clarification and goes like:
 What is the dominant kind of learning in the Danish Folkeskole?
Through a theoretical study investigates the background for introduction of the dominant kind of learning in the Danish Folkeskole, understanding of the concept of learning*and the learning traditions of the Danish Folkeskole learning traditions in a historical perspective.
The second question is a theoretical clarification of concepts Group Study and it goes like:
 What is Reflective Group Study?
Through a theoretical study these methods of cooperation are examined which are included in the thesis: Cooperative Learning, Collaborative Learning, textbook author Trine May’s Danish translation and interpreted edition of these methods and Skovmose’s Inquiry Cooperation Model. This forms the background of the thesis’ development of the method Reflective Group Study.
The third question is pragmatic and didactically and goes like:
 What kinds of learning potentials lead to Reflective Group Study put into practice?
Through work experience Reflective Group Study is examined according to be able to clarify and discuss the learning potentials in Reflective Group Study according to the problem area of the thesis.
*Concepts in English/ Danish:
Action research – aktionsforskning
Guided targets of learning – læringsmålstyret undervisning
Suitable evaluation learning – evalueringsegnet læring
Concept of learning – læringsbegreb