Forskningsbaseret undervisning på KU Camilla Østerberg Rump, Lektor, PhD Institut for Naturfagenes Didaktik 1
Læringsmål Kan differentiere mellem forskellige former for forskningsbaseret undervisning (FBU) Kan vurdere hvilke former for forskningsbaseret undervisning, der bedst understøtter studerendes læring i jeres eget fag Kan begrunde valget af forskningsbaseret undervisning indenfor eget fag
Humboldt om universitetet Det er særegent for de højere, videnskabelige læreanstalter, at de altid behandler videnskaben som et endnu ikke færdigbehandlet problem og derfor bestandigt vedbliver med at forske, hvorimod skolerne kun beskæftiger sig med og underviser i færdige og afgrænsede kundskaber. Forholdet mellem underviser og studerende bliver derved i bund og grund et andet end hidtil. Den første er der ikke for den sidstnævnte, men begge er der for videnskaben. Underviserens virke afhænger af de studerendes tilstedeværelse og ville ikke være vellykket uden den. (Humboldt 1809:89)
Hvad er forskningsbaseret undervisning? Åbn socrative app eller gå til http://b.socrative.com/login/student/ eller gå til http://socrative.com/ - tryk student login Room number: 642618 Besvar spørgsmålet: Hvad forstår du ved forskningsbaseret undervisning?
Types of research based teaching (Healey) STUDENTS ARE PARTICIPANTS Research-tutored Research-based EMPHASIS ON RESEARCH CONTENT Engaging in research discussions Learning about current research in the discipline Undertaking research and inquiry Developing research and inquiry skills and techniques EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS Research-led Research-oriented STUDENTS FREQUENTLY ARE AN AUDIENCE
FBU på SLU http://b.socrative.com/login/student/ http://socrative.com/ Room number: 642618 Hvilke af disse former er repræsenteret på SLU? Hvilken er mest brugt?
Linking research and teaching In contrast to the apparent academic myth that research productivity and teaching effectiveness are complementary constructs, results of the present investigation coupled with the findings of the Hattie and Marsh (1996) meta-analysis provide strong support for the typical finding that the teaching-research relation is close to zero. Marsh & Hattie, 1998
Hvordan kan vi undervise så der bliver en positiv sammenhæng mellem forskning og undervisning? Department of Science Education
FBU på Københavns Universitet (KU) KU 2016-strategi: Fokus på uddannelse 130 millioner DKK over 4 år (2013-2016) 30 mil. DKK: 5 projekter forankret i de tre pædagogiske enheder 10 projekter à 10 mil. DKK med deltagelse af undervisere og enheder i fællesskab KU 2016 FBU: Forskningsbaseret undervisning på KU
KU 2016 - FBU Fokus på Research-based undervisning (inquiry) Teologi (talent) Sociologi hvordan gør vi på KU Specialer, specialebørs, seminarer Forskningspraktik Undervisning i redskabsfag giver FBU mening? Store hold på SCIENCE Undervisningsbaseret forskning HUM: Etnoraid Student journals
Store hold på SCIENCE Matematik: ca. 160 stud. Fra beregning til beviskonstruktion Biokemi: ca. 125 stud Fra lukkede til mere åbne lab-øvelser Landskabsarkitektur: ca. 75 stud. Undervisningsbaseret forskning: studerende laver farvekort gennem året for udvalgte danske træsorter
Biokemi hvor lukkede eller hvor åbne øvelser? Problem Method Result Level 0 Closed Closed Closed Level 1 Closed Closed Open Level 2 Closed Open Open Level 3 Open Open Open Tamir (1989)
Labs research based research oriented eller? Problem Method Result Level 0 Closed Closed Closed Level 1 Closed Closed Open Level 2 Closed Open Open Level 3 Open Open Open 70 60 No of exercises at level (20 courses from SCIENCE-FARMA- LIFE) 61 % of time in lab at different levels Level3 Level 0 No. of exercises 50 40 30 20 10 0 21 Niveau 0 Niveau 1 Niveau 2 Niveau 3 Level 11 1 Level 2 Level 1 Level 0 Level 1 Level 2 Level3
Landskabsarkitektur 3-4 sessioner i løbet af et år Studerende identificerer træers farver på det pågældende tidspunkt De udviklede farvekort bruges i forskning, af andre professionelle og af de studerende selv til design af landskaber
Hvorfor har vi ikke mere inquiry? Forsket færdig Veldfinerede problemer Fokus på resultat Usikkert resultat Åbne problemer Fokus på proces Ethnoraid
Hvorfor har vi ikke mere inquiry? One of the most serious difficulties that confronts the educator who wants in good faith to do something worthwhile with the sciences is their number,and the indefinite bulk of the material in each. At times,it seems as if the educational availability of science were breaking down because of its own sheer mass. There is at once so much of science and so many sciences that educators oscillate, helpless, between arbitrary selection and teaching a little of everything. (John Dewey 1909)
Hvad skal studerende lære? We are trying to enable students to engage in effective action in relation to purposes and criteria which they have accepted as their own. This action takes place in various situations, and each situation can be viewed in different ways. We act and react to a situation as we see it and the way we see it decides how we act. Effective action requires effective way of seeing. [ ] The most important form of learning is that which enables us to see something in the world in a different way. [ ] We can prepare our students for effective action [ ] by developing the eyes through which they see things: [ ] the physician s eyes, the forester s eyes, [the physicist s eyes]. [ ] New ways of seeing might occasionally replace old ways of seeing. Once we have seen a pattern in an ambiguous picture it may be difficult to unsee it.
Lære stof eller lære at gøre med stof? The most important thing about institutional forms of learning [ ] is that they are supposed to prepare students for handling situations in the future, situations which are often very much unlike the situations in which students are being prepared. [ ] The instruments we have for preparing students for an increasingly unknown future is our current knowledge. We have to prepare them for the unknown, by means of the known and we have to work out how that can be done. Bowden and Marton, 1998
Spørgsmål til eftertanke Hvilke(n) type(r) forskningsbaseret undervisning bruger du nu? Hvilket skridt kan du tage for at gøre din undervisning mere studenterfokuseret? Hvad kunne du tænke dig skulle ske på længere sigt?