Vlogging - en vej mod mestring i historiefaget?
Oversat titel
Vlogging - Towards mastery in History?
Forfatter
Semester
4. semester
Udgivelsesår
2024
Afleveret
2024-05-31
Antal sider
60
Abstract
The purpose of this study is to investigate if student-produced vlogs can contribute to increase students' experience of mastery in the history subject in upper secondary school by using peer response in a dialogical process. This has taken place in a Design-Based Research structured process. Through two semi-structured interviews with students and teachers and a future workshop it was obvious that the dialogue between the students in the process of peer response had a potential for improvement. Theoretically the study is inspired by the sociocultural approach to teaching from Olga Dysthe, Randy Garrisons shared metacognition awareness and dialogic teaching by Marie Neergaard. The study finds that the students’ experience of mastery to a certain degree can be increased. Especially by a rubric developed for the purpose and by the use of explorative dialogue in the process of peer response. However, the study can not conclude that shared metacognition awareness develops among the students. Further investigation in the mutual dependency between dialogic teaching and the experience of mastery and especially in how the students can develop shared metacognition awareness is recommended.
Emneord