Kolbs pedagogiska cykeltur

: Att omsätta Kolbs lärcykel i NO-undervisning på mellanstadiet

Abstract

In this study, we have chosen to investigate how Kolb's learning cycle can be used to plan and implement science teaching. Furthermore, the students' perceptions of science and science teaching based on Kolb's learning cycle have also been investigated. Previous research has shown that varied teaching with a clear "common thread" between theory and practice is crucial for successful teaching. It has also shown that middle school students appreciate what stands out in science teaching such as dinosaurs and conducting experiments in science teaching. The work has been based on Kolb's learning cycle, which is based on experience-based learning. The learning cycle contains four phases, all of which require different teaching methods. These phases are concrete experience, reflection, abstraction and application. The investigation has been carried out based on a case study where two teachers taught according to plans based on the four phases and conversations in focus groups with the students who participated in the teaching. The result has been shown to be in line with what previous research says about varying and adapting teaching to promote learning and that student-active elements are appreciated by the students.

Date of Award	2024-Jun
Original language	Swedish
Supervisor	Patrik Jönsson (Supervisor), Maria Rosberg (Assessor) & Petra Magnusson (Examiner)