Vlogging - en vej mod mestring i historiefaget?
Oversat titel
Vlogging - Towards mastery in History?
Forfatter
Kopp, Carsten Iskov
Semester
4. semester
Udgivelsesår
2024
Afleveret
2024-05-04
Antal sider
60
Resumé
Studiet undersøger, om elevproducerede videoblogs (vlogs) kombineret med peer response (feedback fra klassekammerater) i en dialogisk proces kan styrke elevers oplevelse af mestring i historiefaget i gymnasiet. Projektet fulgte et designbaseret forskningsforløb. Datagrundlaget består af to semistrukturerede interviews med elever og lærere samt et fremtidsværksted. Aktiviteterne viste, at dialogen under peer feedback havde potentiale for forbedring. Teoretisk er studiet inspireret af en sociokulturel tilgang til læring (Olga Dysthe), delt metakognitiv bevidsthed (Randy Garrison) og dialogisk undervisning (Marie Neergaard). Resultaterne tyder på, at elevernes oplevelse af mestring kan øges i nogen grad—især ved brug af en formålsudviklet rubric (vurderingskriterier) og ved at fremme eksplorativ dialog i peer response-processen. Studiet kan dog ikke bekræfte, at der udvikles delt metakognitiv bevidsthed blandt eleverne. Der anbefales videre undersøgelser af den gensidige afhængighed mellem dialogisk undervisning og oplevelsen af mestring, og især hvordan elever kan udvikle delt metakognitiv bevidsthed.
This study examines whether student-made video blogs (vlogs), combined with peer response (feedback from classmates) in a dialogic process, can strengthen students’ sense of mastery in upper-secondary history. The project followed a design-based research approach. Data came from two semi-structured interviews with students and teachers and a future workshop. These activities showed that the quality of dialogue during peer feedback could be improved. The study is informed by a sociocultural approach to learning (Olga Dysthe), the concept of shared metacognitive awareness (Randy Garrison), and dialogic teaching (Marie Neergaard). Findings suggest students’ sense of mastery can be increased to some extent—especially when using a purpose-built rubric (assessment criteria) and encouraging exploratory dialogue during peer feedback. However, the study cannot confirm that shared metacognitive awareness developed among students. Further research is recommended on how dialogic teaching and the sense of mastery influence each other, and on practical ways to foster shared metacognitive awareness.
[Dette resumé er omskrevet med hjælp fra AI baseret på projektets originale resumé]
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