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Transversal knowledge formations in Problem Based Learning (PBL)
“The loss of disciplines….
the emergence of…..?”
04/19/23 Verner Larsen ©
Research questions:
1. How can transversal knowledge formations (‘inter-disciplinarity’) be characterized in PBL-programs/units (in Professional Bachelor education)?
2. What are the implications of such formations for knowledge progression and knowledge building? (in progress)
04/19/23 Verner Larsen ©
Reseach background and Empirical context
• Professional Bachelor Education
• 3½ year educational programs (teachers, Nurses, Constructing Archtects, Diploma engineers etc.)
• Orientation towards both academic and practice fields - increased tension since 2001 (Bologna process)
04/19/23 Verner Larsen ©
Why ‘transversal’ and not ‘inter-disciplinary’?
• Inter-disciplinarity presupposes disciplinarity
• Weaker Classification and framing of disciplines: ER: C-, F-
04/19/23 Verner Larsen ©
Theory and methodology (1)
• Transversal knowledge formations explored in a curriculum perspective – changes over time in:1. “What counts as knowledge?” – discourse
analysis (N. Fairclough):
2. Transformation of disciplines in curriculum – Classification, Framing, LCT (B.Bernstein, K. Maton)
04/19/23 Verner Larsen ©
Methodology (2)
04/19/23 Verner Larsen ©
Fields of transformation
Field of
recontextuali-sation
Field of knowledge
aquiring and re-production
(Educators transforming knowledge into pedagogical discourse
(Teaching and learning)
Field of knowledge production
”What counts as knowledge?” (add.1)
• Struggles and alliances between conflicting discourses:– ‘Craft’ discourse vs. academic discourse
• Nursing E. balances between the two using PBL (I+, P+)
• Constructing Architect E. strongly relates to the practice fields (I--, P++)
04/19/23 Verner Larsen ©
Constructing Architect E (CAE)
• PBL-form: Projects in technical house design• Duration of PBL-units: ½ year • Organisation: Groupwork, all ativities take place
in one room including lecturing and tutoring• Main subjects: Building design, Statics,
Technical installations, Planning and management
04/19/23 Verner Larsen ©
CAE: A ‘tight’ federation
04/19/23 Verner Larsen ©
Reflection (1. Order): how theories/methods are used and put together in solving an assignment
Reflection (Biographic): how theories/methods are relevant in a biographic perspective
Fig. Types of reflections in CAE
ER: C’,+ F’+SR: C’+,F’+
Nursing E. (NE)
• PBL-form: Case stories
• Duration of PBL-cases: approx. 2 weeks
• Organisation: Groupwork – lectures in class
• Main subjects: ‘Nursing care’, ‘Ethics, Philosophy and Religion’, ‘Anatomy & physiology’
04/19/23 Verner Larsen ©
NE: A ‘loose’ federation
04/19/23 Verner Larsen ©
Reflection (1. order): How can a theory/method apply to or explain the case problem?
Reflection (2. order): What are the differences between theories and methods in explaining the case problem?
Fig. Types of reflections in NE
SR: C’+,F’+
ER: C’,- F’+
PBL-program
Changes in curriculum codes (1)
04/19/23 Verner Larsen ©
ER+
ER-
SR+SR-
ER+
ER-
SR+SR-PBL-program
CAE NE
Disciplines Disciplines
Next steps…
• How do the various reflection processes contribute to knowledge building within these transversal knowledge structures?– Horizontal or vertical extension?– Generalisation and abstraction - translating
between empirical representations and theoretical concepts (theories of semantics, SD/SG)
04/19/23 Verner Larsen ©