Undersøgende STEM-undervisning med læringsplatforme: Almendidaktisk infrastruktur til fagdidaktisk arbejde

DA:
Denne artikel undersøger, hvilke muligheder og begrænsninger der er for at planlægge undersøgende STEM undervisning i digitale platforme, og hvad der har betydning for dette. Det empiriske grundlag er to forløb, der er udviklet i samme læringsplatform, hvor det ene af disse forløb har været målrettet en undersøgende tilgang. Det teoretiske udgangspunkt for artiklen er instrumentel genese, som stammer fra kognitiv ergonomi, samt grundprincipper fra undersøgende undervisning. Artiklen viser, at dele af platformens design vanskeliggør muligheden for at tilrettelægge undervisningen med en undersøgende tilgang. Vi påviser samtidigt, at lærerne har mulighed for at kunne tilpasse platformene til deres ønsker og behov, men at det kræver, at lærerne gennem tydelige og artikulerede didaktiske principper og pædagogiske 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’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.