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Instructions, independence, and uncertainty: student framing in self-regulated project work
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).ORCID-id: 0000-0001-7494-6980
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.ORCID-id: 0000-0002-4589-8243
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)ORCID-id: 0000-0001-6965-2590
2014 (engelsk)Inngår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 13, nr 6, 646-660 s.Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study presents an approach to student interaction in self-regulated project work. By combining frame analysis and socio-cultural risk theory, the authors explore the importance of students' framing activities as a basis for their understanding of tasks. The increase in self-regulated work in Swedish schools can be seen as being in line with developments in Europe towards more individualisation. The authors argue that their data provide examples of how the global discourse imposes itself on local discourses. This mode of work, as it appears in the material presented in this article, exemplifies how complex assessment ideas have penetrated the school context. The authors emphasise the concepts of uncertainty, risk and complexity in analysing the framing process, and claim that the focus on these concepts is essential in analysing self-regulated work, contributing to better understanding of self-regulated learning processes.

sted, utgiver, år, opplag, sider
2014. Vol. 13, nr 6, 646-660 s.
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-12309DOI: 10.2304/eerj.2014.13.6.646OAI: oai:DiVA.org:hkr-12309DiVA: diva2:731637
Tilgjengelig fra: 2014-07-02 Laget: 2014-07-02 Sist oppdatert: 2017-12-05bibliografisk kontrollert
Inngår i avhandling
1. Project work, independence and critical thinking
Åpne denne publikasjonen i ny fane eller vindu >>Project work, independence and critical thinking
2014 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

This thesis studies how students do projects in a Swedish upper secondaryschool. The students have to produce products and at the same time provethem self as independent in relation to the teachers, and negotiate therequirements of the project setting and the written instructions within thegroup. The study focuses on what comes out as problematic for the students,how they solve these dilemma situations and what resources are used in orderto do so.A choice was made only to analyse student group interaction in parts ofthe project process where the teachers were not physically present thus fillinga research gap.The empirical material was collected during three years in sex secondaryschool classes through filmed sessions of groups or pairs working with theirproject.Each of the four articles primarily focuses a special dilemma; structure,independence, instructions and critical thinking. By combining Goffman’sframe analysis with the concepts of risk and uncertainty from a Risk – societyperspective, issues related to what it means to do project work asindependent, critical 21st-century learner are illustrated and discussed.The choice to look only at situations in which students have to managewithout the aid of a physically present teacher illuminates several practicalconsequences like an unwillingness to go to the teacher and ask questions andan increased concentration on and interpretation of the written instructions. Adevelopment of Miller and Parlett’s (1974) discussion of student approach tocues are suggested. The concept of the cue choosing student are constructedin order to better respond to demands from an individualised interactionsociety. The study also emphasises how the students have to balance differentframeworks in order to be both authors and assessed students. Byimplementing a risk society perspective new ways of analysing andunderstanding independence and classroom interaction is suggested and arecontextualization of critical thinking proposed.

sted, utgiver, år, opplag, sider
Göteborg: Acta Universitatis Gothoburgensis, 2014. 216 s.
Serie
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 353
Emneord
project work, independence, individualisation, critical thinking, frame analysis, risk, uncertainty, Risk-society, Goffman
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-12138 (URN)978-91-7346-793-3 (ISBN)978-91-7346-793-0 (ISBN)
Disputas
2014-06-13, Aulan Högskolan Kristianstad (7:314), kristianstad, 09:19 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2014-07-02 Laget: 2014-06-16 Sist oppdatert: 2016-04-01bibliografisk kontrollert

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