This internship report seeks to shed light on learning and how teaching is organized in a psychology class, at Roskilde Katedralskole. After 2005, the known way of teaching is replaced by a great complexity search in the teaching of Gymnasiums. This means that the students now have a lot more independent work and social work in the schools. Therefore, this internship report examines the strengths and weakness of a dialogic and socially organized teaching and looking at how the students experience this type of teaching. For this study, the report is primarily based on some empirical collection, like observations of two STX classes and an answered questionnaire.
To support the empirical collection, the report will try to analyze them from to chosen theories. The first theory is from the Danish professor, Knud Illeris, who has worked with lifelong learning and especially works with how human people learn and how this learning takes place in practice. In addition to Illeris the report also makes use of Olga Dysthe, who has researched how dialogue and writing in a class is a tool to strengthen learning for students.
The answers to the questionnaire from the students are not unambiguous and therefore the report cannot measure whether the learning is strengthened or weakened through dialogue and social activities in the classes. On the other hand, the report concludes that the majority of the students surveyed find this type of teaching from 2005 the best.
|Educations||History, (Bachelor/Graduate Programme) GraduatePsychology, (Bachelor/Graduate Programme) Graduate|
|Publication date||3 Jan 2019|
|Number of pages||28|