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Jag eller Vi: Behavioristisk Eller Sociokulturell Undevisningsmetod
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
2012 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

I rapporten undersöks om det på kort sikt blir någon skillnad i elevers kunskapsutveckling beroende på om de arbetar utifrån ett behavioristiskt kontra sociokulturellt inlärningsteoretiskt perspektiv. Dessutom belyses positiva och negativa sidor med de olika arbetsmetoderna. Studien genomfördes i parallellklasser i årskurs 5 där den ena klassen arbetade sociokulturellt, den andra behavioristiskt, under ett lektionstillfälle. Elevernas kunskapsutveckling synliggjordes och jämfördes genom att låta dem göra en för- och efterhandsdiagnos. Efteråt genomfördes också intervjuer för att få fram elevernas syn på arbetssätten. Det fanns ingen större skillnad mellan de båda klassernas resultat. Av intervjuerna framkom dock att den sociokulturella arbetsmetoden ansågs mer engagerande och lustfylld än den behavioristiska. Vi tror att en enstaka lektion är för lite för att kunna hitta signifikanta skillnader mellan olika inlärningsmetoder. Det skulle vara intressant att göra samma undersökning under en längre tidsperiod i framtiden för att få fram ett resultat med högre grad av reliabilitet och validitet. Den här studien är intressant för den belyser skillnader i hur man som lärare kan arbeta i klassrummet och att kunskapstillägnande kan ske på olika sätt.

Abstract [en]

This study examine during a short period of time, if there is a difference in students knowledge development depending on whether the teaching method is based on a behavioral or sociocultural learning theory.  In addition, positive and negative aspects of each method are highlighted. The study was conducted in parallel classes in grades 5, where one class worked sociocultural and the other behavioral during the length of one lesson. Students' knowledge was visualized and compared by having them do a pre- and post-lesson diagnosis. Afterwards, interviews were also conducted to obtain students' views on working methods. There was no significant difference between the two classes' results. The interviews revealed that the sociocultural working method was more engaging and enjoyable than the behavioral. We believe that a single lesson is too little to be able to find significant differences between different learning theories, it would be interesting to do the same study for a long time in the future to get a result with more reliability and validity. This study is interesting for highlighting differences in how teachers can work in the classroom and that knowledge development can be achieved in different ways.     

Place, publisher, year, edition, pages
2012. , 23 p.
Keyword [en]
learning, comparison, sociocultural, behaviorism, school, teaching, classroom.
Keyword [sv]
inlärning, jämförelse, sociokultur, behaviorism, skola, undervisning, klassrum.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-24888OAI: oai:DiVA.org:lnu-24888DiVA: diva2:612808
Subject / course
Educational Science
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans tidigare år
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2013-03-25 Created: 2013-03-25 Last updated: 2013-03-25Bibliographically approved

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Jag eller Vi(611 kB)797 downloads
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