”Hvad gør vi nu – lille du?” Elevmedvirkning i utdanningen – du kan få mye ut av å spørre elevene……hvis du tar deg tid.
In this thesis, I want to find out what kind of methods teachers adopt when they want to achieve student participation. Participation in the learning process progresses, by the way I have experienced and learned from my childhood, the formation of the humans. Education can not stand by it self, but must also be arranged in a way that the formation of the human takes place. Without this education can develop skilled professionals and skilled engineers who can commit large inhumane acts in the belief that this is correct. Documents from the government and the Ministry of Education has from the very end av1990 century described the importance of participation and tried implementing this in the Norwegian schools. “Elevundersøkelsen” is a kind of evaluation tool for schools, who has student participation / involvement as one of the topics. The results of these surveys show nationally, that students do not feel that they contribute, and it is below the average score. I wondered why these results were so low, when the feedback from my own class gave me the impression that they felt a high degree of participation and involvement. My research question was "What teaching methods teachers choose when they want student participation in the classroom and how students perceive their participation?" To find out why students in other classes were not feeling participation and try to see why a student survey, such as it was, I would take some effort with some teachers in different classes at different schools, but the students was at same age. These attempts went on to plan a teaching session where the student should participate in planning, implementing or evaluating their own learning process. The teaching was observed, and students and teachers were interviewed afterwards to see how they had experienced this teaching. These procedure were repeated in several campaigns and the research design is a form of "action research". The results were analysed using analysis form "grounded theory" and discussed against, among others Decy and Ryan`s "Self-Determination Theory," David Kolb's "Experience Circle" (inspired by John Dewey and others), Socrates dialogue and the philosophical questions, and Coaching Theories. The research design consists of three phases where phase 1 was the planning process, phase 2 was the main process in the thesis, and phase 3 was intended as a reflection phase. The results of phase 2 did an unexpected turn that led to Phase 3, a new study with a new theory foundation (Paulo Freire and Pierre Bourdieu) and discussions against this theory. The conclusions will therefore describe the competence needs of teachers, and cultural issues that may arise in the school systems, which are limiting the opportunity for student participation and involvement. I hope this summary will give you inspiration to read even more of the master thesis named: “Elevmedvirkning i utdanningen – du kan få mye ut av å spørre elevene……hvis du tar deg tid” ("Pupil participation in education - you can get a lot out of the students by asking ...... if you take the time")
Snekkerbakken, Ole Johnny