Udsigt til forandring!: en analyse af bygningskonstruktørstuderendes forståelse af "den gode læreproces"

Abstract

Abstract This dissertation concerns an analysis of how students at the BA Constructing Architect perceive the concept of ”good learning processes” in relation to the academic practice of the school and in relation to the intentions described in the European Qualification Framework (EQF). The purpose of the dissertation is to analyse the students’ understanding of ”good learning processes” and to identify what they think of factors that induce or reduce the learning process. Within the scope of the dissertation the author wishes to find arguments for the increased focus on problem-based and project-oriented processes where students have the opportunity to delve deeper into the professional areas that are of the biggest importance for the individual, and into areas that give the students tools for individual learning and acquisition of new knowledge and for creativity and innovation. The analysis takes departure in the following problem statement: How do the students at the Constructing Architect Programme perceive ”good learning processes” and what is the relationship with the existing practice of the NOEA school and the framework set up in the EQF for higher education and career oriented bachelor degrees? Method The thesis’s theoretical starting point is Schön’s theory about ”The Reflective Practitioner”, Wenger’s theory about ” Communities off Practice” and Illeris’ theory about adult learning and his didactic understanding. Collection of data will be through quantitative analysis of the 7th semester of the programme with focus on attitudes to different teaching methods, perception in regards to positive and/or negative learning factors and the importance of practice communities/groups are checked into and analysed. The analysis just described next forms the basis of a qualitative analysis focusing on main areas: learning, independence, responsibility, critical attititude and socialisation/cooperation. The Investigation Shows That the students on the Constructing Architect Programme feel tied up by the practice laid down today. They feel caught between two opposite tendencies apparent in the department, namely the wish for independent and creative attitude as opposed the tight control of their project work. Their everyday academic life is characterised by this duplicity and the students are caught in inappropriate work patterns. Furthermore, the analysis demonstrates that the students wish for more personal freedom to pursue individual academic targets. Conclusion The dissertation concludes that there is reasonable relationship between the students’ apprehension of good learning processes and the intentions described in the curriculum and in the qualifications framework, but that academic structures in practice as used in the Constructing Architect Programme do not quite come up to the good intentions. Everyday academic activity at the programme takes departure in the values of industrial society and focus is on product rather than on process and product. It has not been possible to conclude that students are ready for pure teambased student-controlled project based learning, but there is clear indication that these aspect have to be put first and need to be developed within the context.

Denne afhandling omhandler en undersøgelse af, hvordan de studerende på bygningskonstruktøruddannelsen opfatter ”den gode læreproces” og sætte den overfor skolens praksis og de intentioner, der ligger i kvalifikationsrammen for videregående uddannelser. Formålet med afhandlingen er at undersøge de studerendes forståelse for ”den gode læreproces” og at identificere, hvad de mener, fremmer og hæmmer læring. Jeg ønsker gennem specialet at argumentere for et stigende fokus på problembaserede og projektorienterede forløb, hvor de studerende har mulighed for at fordybe sig i netop de fagområder, der har størst relevans for den enkelte og samtidig giver den studerende værktøjer til på egen hånd at kunne sætte sig ind i nyt stof og til at være kreative og innovative. Undersøgelsen vil tage udgangspunkt i følgende problemformulering: Hvordan opfatter de studerende på bygningskonstruktøruddannelsen ”den gode læreproces” og hvordan hænger det sammen med skolens nuværende praksis og de rammer den fremtidige kvalifikationsramme for videregående uddannelser sætter for en professionsbachelor? Metode The thesis’s theoretical starting point is Schön’s theory about ”The Reflekctive Practitioner”, Wenger’s thery about ” Communities off Practice” and Illeris thery about adult learning og his didactic understanding. Dataindsamlingen foregår ved en kvantitativ undersøgelse af uddannelsens 7. semester, hvor holdningen til forskellige undervisningsmetoder, de studerendes forståelse af hvad der fremmer og hæmmer læring og betydningen af praksisfællesskaber klarlægges. Denne undersøgelse ligger til grund for en kvalitativ undersøgelse med fokus på følgende 5 punkter: læring, selvstændighed, ansvarlighed, kritisk stillingtagen og socialitet/samarbejde. Undersøgelsen viser Undersøgelsen viser, at de studerende på bygningskonstruktøruddannelsen føler sig bundet af den praksis, der er på skolen i dag. De føler klemt mellem to modsatrettede tendenser på afdelingen, nemlig ønsket om, at de er selvstændige og kreative og samtidig en stram styring af deres projektarbejde. Hverdagen på uddannelsen er gennemsyret af denne dobbelthed og de studerende er fastholdt i uhensigtsmæssige arbejdsmønstre. Undersøgelsen viser også, at de studerende ønsker mere frihed til at kunne forfølge personlige læringsmål. Konklusion Konklusionen i denne afhandling er, at der er overensstemmelse mellem de studerendes forståelse for den gode læringsproces, studieordningens intentioner og kvalifikationsrammens rammer, men praksis på bygningskonstruktøruddannelsen lever ikke helt op til dette. Hverdagen på uddannelsen tager udgangspunkt i industrisamfundets værdier og fokus er på produkt frem for proces og produkt. Jeg har dog ikke kunnet konkludere, at de studerende er parate til udelukkende at arbejde deltagerstyret og problemorienteret, men at disse aspekter både kan og skal højnes i betragteligt omfang.

A master programme thesis from Aalborg University

Udsigt til forandring!: en analyse af bygningskonstruktørstuderendes forståelse af "den gode læreproces"