KULT og læring i et elevperspektiv - Musik og IT
KULT og læring i et elevperspektiv - Musik og IT
KULT og læring i et elevperspektiv - Musik og IT
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Abstract ................................................................................................................................................ 1<br />
Forord ................................................................................................................................................... 3<br />
1. Indledning ........................................................................................................................................ 4<br />
1.1 <strong>KULT</strong> ........................................................................................................................................... 4<br />
1.2 Special<strong>et</strong>s genstandsfelt <strong>og</strong> overordnede problemformulering ................................................ 5<br />
1.3 Special<strong>et</strong>s opbygning ................................................................................................................. 7<br />
2 Special<strong>et</strong>s teor<strong>et</strong>iske ramme ............................................................................................................ 8<br />
2.1 Læringens tre dimensioner ........................................................................................................ 8<br />
2.2.1 Indhold som <strong>læring</strong>sdimension ......................................................................................... 11<br />
2.2.1.1 Reproduktion ............................................................................................................. 11<br />
2.2.1.2 Produktion.................................................................................................................. 12<br />
2.2.1.3 Perception .................................................................................................................. 12<br />
2.2.1.4 Interpr<strong>et</strong>ation ............................................................................................................. 13<br />
2.2.1.5 Refleksion ................................................................................................................... 13<br />
2.2.1.6 Fagenes indholdsområde i <strong>et</strong> kritisk perspektiv ........................................................ 14<br />
2.2.1.7 Indholdsdimensionen med fokus på aktivit<strong>et</strong>sformerne i forhold til STXbekendtgørelsen<br />
.................................................................................................................... 16<br />
2.2.1.8 Læringsniveauer som supplerende indholdskategorier ............................................ 18<br />
2.2.1.9 Forskningsspørgsmål i forbindelse med indholdsdimensionen ................................ 19<br />
2.2.2 Drivkraft som <strong>læring</strong>sdimension ....................................................................................... 20<br />
2.2.2.1 Motivation .................................................................................................................. 20<br />
2.2.2.2 Motivationen i forhold til STX-bekendtgørelsen ....................................................... 24<br />
2.2.2.3 Forskningsspørgsmål i forbindelse med drivkraftdimensionen ................................ 25<br />
2.2.3 Samspil som <strong>læring</strong>sdimension ......................................................................................... 25<br />
2.2.3.1 To <strong>læring</strong>sm<strong>et</strong>aforer .................................................................................................. 25<br />
2.2.3.2 Situer<strong>et</strong> <strong>læring</strong> ........................................................................................................... 27<br />
2.2.3.3 Deltagelsesstrategierne reception, imitation, identifikation <strong>og</strong> elaboration ............ 29<br />
2.2.3.4 Samspilsdimensionen i forhold til STX-bekendtgørelsen .......................................... 30<br />
2.2.3.5 Forskningsspørgsmål i forbindelse med samspilsdimensionen ................................. 32<br />
2.2.3.6 Afsluttende bemærkninger af teor<strong>et</strong>isk karakter ...................................................... 32<br />
3 Special<strong>et</strong>s empiriske design <strong>og</strong> m<strong>et</strong>ode .......................................................................................... 33<br />
3.1 Special<strong>et</strong>s overordnede empiriske design ............................................................................... 33<br />
3.2 Deltagende observatør (den kvalitative tilgang) ..................................................................... 34<br />
3.2.1 Den empiriske repræsentation ......................................................................................... 36<br />
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