The focus of the following project is on the processes of learning, which occurs when students participate in the learning role play ToughRoad. The project undertakes the task of conducting fieldwork through observations and a workshop in a high school setting, where the role play was played out. The main findings revolves around how cheating was used and how the framework, set up by the school institution and play elements. The fact that elements of play were implemented influenced both the processes of learning and the learning outcome the students articulated. The processes of learning and how experiences are structured, and related to everyday life, is mainly seen through the theories of Oskar Negt and Thomas Ziehe. Further the theory on communities of practice, set up by Etienne Wenger, is used to analyze how the social relations and practices play out as learning. It will be discussed how the frames set up by the high school and the role play, influences the processes we have seen. Thomas Duus Henriksen and Johan Huizinga are used to elaborate how play can be understood, and how role play can be seen in a context of learning. Conclusively it is shown that there are similarities between ‘regular’ education and the role play. The main distinction between these forms of education is the elements of play, and when the elements of play do not hold up, role play no longer differs from classic education, thus making the learning processes more problematic.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||22 jan. 2015|