Strategier för lärande

Kort om strategier för lärande

Inom pedagogisk forskning definieras tre olika strategier eller inriktningar på studenters lärande: ytinlärning, djupinlärning och strategiskt lärande. En och samma student kan använda flera av dessa strategier och använda olika strategier i olika sammanhang. Här är en beskrivning av vad de tre strategierna innebär, tagen från Centre for Teaching and Learning: Good Practice in Teaching and Learning, 2003.

Characteristics of a deep approach to learning

Students who take a deep approach have the intention of understanding, engaging with, operating in and valuing the subject. Such students:

• Actively seek to understand the material / the subject
• Interact vigorously with the content
• Make use of evidence, inquiry and evaluation
• Take a broad view and relate ideas to one another
• Are motivated by interest
• Relate new ideas to previous knowledge
• Relate concepts to everyday experience
• Tend to read and; study beyond the course requirements

Characteristics of a surface approach to learning

Students who take a surface approach tend not to have the primary intention of becoming interested in and of understanding the subject, but rather their motivation tends to be that of jumping through the necessary hoops in order to acquire the mark, or the grade, or the qualification. When asked, staff deplore this approach but they frequently acknowledge that the majority of their students tend to take this approach. Students who take a surface approach:

• Try to learn in order to repeat what they have learned
• Memorise information needed for assessments
• Make use of rote learning
• Take a narrow view and concentrate on detail
• Fail to distinguish principles from examples
• Tend to stick closely to the course requirements
• Are motivated by fear of failure

Characteristics of a surface approach to learning

Students who take a surface approach tend not to have the primary intention of becoming interested in and of understanding the subject, but rather their motivation tends to be that of jumping through the necessary hoops in order to acquire the mark, or the grade, or the qualification. When asked, staff deplore this approach but they frequently acknowledge that the majority of their students tend to take this approach. Students who take a surface approach:

• Try to learn in order to repeat what they have learned
• Memorise information needed for assessments
• Make use of rote learning
• Take a narrow view and concentrate on detail
• Fail to distinguish principles from examples
• Tend to stick closely to the course requirements
• Are motivated by fear of failure

Mätning av strategier för lärande

Det finns ett par standardiserade enkäter som används för att mäta lärandestrategier. Två sådana är ASSIST och R-SPQ.

Vid fjärde seminariet i prosamkursen 2014/2015 fick varje kursdeltagare svara på dessa enkätfrågor.

Tabellen nedan beskriver resultaten för ASSIST-frågorna, i genomsnitt för varje årskurs.

I varje kategori är 6 det minsta möjliga värdet och 30 det maximala. Högre värde innebär starkare strategi.

Resultaten visar att alla tre strategierna används i alla årskurser. Djupstrategin förändras inte mellan årskurserna. Strategiskt lärande blir aningen starkare och ytinlärning blir aningen svagare när man kommer upp i årskurs 3.