@article{9a0fd8ce24344b33ba7fa6fd2daeefc3,
title = "Unders{\o}gende STEM-undervisning med l{\ae}ringsplatforme: Almendidaktisk infrastruktur til fagdidaktisk arbejde",
abstract = "DA: Denne artikel unders{\o}ger, hvilke muligheder og begr{\ae}nsninger der er for at planl{\ae}gge unders{\o}gende STEM undervisning i digitale platforme, og hvad der har betydning for dette. Det empiriske grundlag er to forl{\o}b, der er udviklet i samme l{\ae}ringsplatform, hvor det ene af disse forl{\o}b har v{\ae}ret m{\aa}lrettet en unders{\o}gende tilgang. Det teoretiske udgangspunkt for artiklen er instrumentel genese, som stammer fra kognitiv ergonomi, samt grundprincipper fra unders{\o}gende undervisning. Artiklen viser, at dele af platformens design vanskeligg{\o}r muligheden for at tilrettel{\ae}gge undervisningen med en unders{\o}gende tilgang. Vi p{\aa}viser samtidigt, at l{\ae}rerne har mulighed for at kunne tilpasse platformene til deres {\o}nsker og behov, men at det kr{\ae}ver, at l{\ae}rerne gennem tydelige og artikulerede didaktiske principper og p{\ae}dagogiske intentioner har opbygget resiliens for deres undervisningspraksis, herunder deres didaktiske valg. ENG: This article investigates the possibilities and limitations in planning inquiry-based teaching sessions in STEM education within digital platforms, as well as how the platforms influences this. The empirical foundation for the article is two teaching sequences developed within the same digital learning platform, where one of these sequences were developed deliberately to meet an inquiry-based approach. The theoretical point of departure is instrumental genesis from cognitive ergonomy as well as principles from inquiry-based teaching. The article shows that parts of a platform{\textquoteright}s design hinders the possibilities to plan teaching with an inquiry-based approach. We also show that the teachers have the possibility to adapt the platform to their wishes and needs, but that this require that the teachers have articulated and clear didactical principles and pedagogical intentions for their teaching practice and their didactical choices.",
keywords = "undervisning, strategi, samarbejde, kommunikation, undervisningssektor, l{\ae}ring, digitalisering, v{\ae}rkt{\o}jer, l{\ae}ringsplatforme, skole, skolegang, unge, elever",
author = "Tamborg, {Andreas Lindenskov} and Jonas Drey{\o}e and Gissel, {Stig Toke} and Morten Misfeldt",
year = "2019",
month = aug,
day = "19",
doi = "10.7146/lt.v4i6.110774",
language = "Dansk",
pages = "228--249",
journal = "Learning Tech – Tidsskrift for l{\ae}remidler, didaktik og teknologi",
issn = "2445-6810",
publisher = "L{\ae}remiddel.dk",
number = "6",
}