Danskfaglige udfordringer i 1.g: Et didaktisk speciale om elevers overgang fra grundskole til gymnasium

Tania Jacobsen & Maria Ullum Kristensen

Studenteropgave: Speciale


This thesis aims to investigate which academic challenges in the subject Danish teachers and students
face in the transition from primary school to upper secondary school and furthermore, how an
educational plan surrounding the literary period The Modern Breakthrough can be organized and
executed to meet the challenges experienced. The empirical data of this thesis consist of an educational
plan based on five modules, which we have designed and conducted with two 1. year classes
and moreover, our considerations and reflections about this educational plan. The thesis also includes
six qualitative interviews with teachers and students, and two questionnaires answered by the
students in the two 1. year classes. The theoretical foundation for our education plan is a social constructivist
learning view complemented by an interactionist approach, and in practice that means
that we aim to carry out a dialogue-based teaching. The theory is based on the Norwegian professor
in teaching Olga Dysthe and furthermore, inspired by the Russian philosopher and semiotician Mikhail
Mikhailovich Bakhtin and the Russian psychologist Lev Semyonovich Vygotsky.
One of the challenges student meet in their transition is that they are unfamiliar with the academic
culture in upper secondary school, which means that they experience difficulty with moving
at a higher academic abstraction level when analysing texts. To meet this challenge and thereby
ease the transition of students it is firstly, essential that the teacher acquires knowledge of the students
and their academic prerequisites. Secondly, it is central to organize and execute an educational
plan that takes the students’ differences into account, as upper secondary school today is
largely characterized by heterogeneous classes, which can be done by conducting a diverse educational
plan that allows students’ different forces to be brought forward. Thirdly, it is important to
involve the students both in the planning phase and during the modules as it can lead to ownership,
commitment, identification with the subject matter and thus motivation.
The thesis also includes a discussion where we wish to present other ways, such as educational
plans focusing on study techniques and differentiated teaching, in which students transition from
primary school to upper secondary school can be eased. In addition, we want to highlight some of
the general challenges the subject Danish face, which can make it difficult for teachers to organize
educational plans that can ease students transition. Finally, we wish to problematize the concept of
social constructivism in an educational context, because the concept can be difficult to maintain in
practice especially, when teaching students in literary history. However, one can get closer to the
concept by conducting a dialogue-based teaching.

UddannelserDansk, (Bachelor/kandidatuddannelse) Kandidat
Udgivelsesdato31 maj 2018
Antal sider147
VejledereLasse Horne Kjældgaard


  • Overgang
  • Fra grundskole til gymnasium
  • Dansk
  • Danskfaglige udfordringer
  • Didaktik