| Zdroj: |
Thrane, C 2019, ' Taste as a Didactic Element in the Training of Interdisciplinary Competences in the Upper Secondary School – An Intervention Study ', Paper presented at ECER 2019, Hamburg: Education in an Era of Risk – the Role of Educational Research for the Future (Emerging Researchers), Hamburg, Germany, 02/09/2019-06/09/2019 . |
| Popis: |
This proposal is closely linked to my PhD project “Perspectives in Using Taste as a Didactic Element in the Training of Disciplinary and Interdisciplinary Competences in the Upper Secondary School”. The PhD project is designed as a mixed methods intervention study of interdisciplinary teaching in Danish upper secondary school classes. The PhD Project is carried out from sept. 2018 to sept. 2021 within the Department of Educational Sociology at Aarhus University, Denmark, in collaboration with the interdisciplinary research center Taste for Life and the participating upper secondary schools. Hence, close collaboration between researchers and teachers is vital to the completion of the project. The proposal at ECER will present the first analyses and conclusions from a pilot intervention project, which has been carried through with a second year class at Risskov Gymnasium from nov. 2018 to jan. 2019 to strengthen the methodological design, and to collect the first empirical data. The proposal will focus on data analysis of the student concept mapping, and it will discuss the essential didactic perspectives from the collaboration between researchers and teachers, which have shown vital to the PhD research questions and design. The PhD project focuses specifically on how taste can be used to train certain disciplinary and interdisciplinary student competences in the interdisciplinary teaching with the subjects of danish and chemistry. The focus of the PhD project is strongly related to the Danish upper secondary school reform 2017, which states interdisciplinary teaching as mandatory and interdisciplinary student competences as vital learning goals. The PhD Project has two main research questions: 1. Which learning effectiveness does the interdisciplinary teaching (with) taste imply? Including: - Which realized learning do the students gain from the interdisciplinary teaching? - Which self assessed learning do the students regard as having gained from the interdisciplinary teaching? - Which self efficacy do the students show from the interdisciplinary teaching? 2. Which didactic explanations of respectively positive and negative learning effectiveness do the interdisciplinary teaching (with) taste lead to? The PhD project considers taste as a concept with multiple didactic perspectives (Hedegaard 2018, Wistoft & Qvortrup 2018). This is due to the fact that taste is a multisensory process that includes the chemical-physiological senses of the word, e.g. basic tastes, texture, chemical compounds, (Mouritsen & Styrbæk 2017, Prescott 2012) as well as the humanistic and sociological senses of the word, e.g. culture, individual identity, memories, social background, (Bourdieu 2010, Korsmeyer 2018, Leer & Wistoft 2015). The concept of taste is therefore defined as a process that is closely linked to learning, cognition and perception in general (Hedegaard 2018, Korsmeyer 2018, Perullo 2016). Thus taste can be used both as an interdisciplinary topic (to teach taste) where students learn the meanings of taste, and taste can be used as a didactic catalyzer (to teach with taste) where students train their (interdisciplinary) competences by using taste as a learning tool (Wistoft & Qvortrup 2018). The Interdisciplinary teaching material on taste for the intervention study is composed by upper secondary school teachers in close collaboration with the researchers of Aarhus University and the research center Taste for Life. The PhD project is therefore involving generic as well as domain-specific discussions between researchers and teachers on didactics, teaching and learning on both a theoretical and an empirical basis. Hence, the interdisciplinary teaching on taste is a way of training student competences, as well as a way of strengthening the didactic reflection of the teachers. The PhD project sees this didactic reflection as necessary in an education era of multiple didactic choices and interdisciplinary demands (Hopmann 2007, Künzli 2002, Qvortrup & Krogh 2015). |
