Praksisnærhed i erhvervsskolens naturfagsundervisning gennem betydende overgange

Paola Valero; Peer S. Daugbjerg; Karin Løvenskjold Svejgaard

doi:10.3384/njvet.2242-458X.14v4i1a7

Authors

Paola Valero Institut for læring og filosofi, Aalborg Universitet, Denmark
Peer S. Daugbjerg Institut for læring og filosofi, Aalborg Universitet/Professionshøjskolen, VIA, Denmark
Karin Løvenskjold Svejgaard Nationalt Center for Erhvervspædagogik (NCE) i Professionshøjskolen Metropol, Denmark

DOI:

https://doi.org/10.3384/njvet.2242-458X.14v4i1a7

Keywords:

transfer of knowledge, practice

Abstract

Relation to practice in vocational science education through consequential transitions: Relation to practice is often used as a teaching principle in vocational science education. The principle is based on the assumption that it improves students’ possibilities to do a more effective transfer of knowledge between a school context and a context of professional practice. In the paper we deploy a sociocultural perspective to present a nuanced concept of practice that leads us to conceive transfer in terms of consequential transitions among practices. Relation to practice as a pedagogical principle should build on the clarity of which practices students are invited to participate in, and how teaching facilitates different consequential transitions among them.

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