ABSTRACT

This study investigates pupils’ experiences with learning outside the classroom and discusses how these experiences might contribute to ‘deep learning’ according to a pragmatist theoretical framework and a situated perspective on knowledge. The data comprise materials from three months of fieldwork with participatory observations and qualitative interviews of pupils from two Norwegian primary schools. The results are interpreted according to John Dewey’s two criteria for educative experiences, ‘transaction’ and ‘continuity’, and to our operationalisation of deep learning. We argue that learning activities that entail both transaction and continuity can be regarded as facilitating deep learning.

摘要

本研究调查了学生在课堂外学习的经历，并根据实用主义理论框架和知识的情境视角，讨论了这些经历如何有助于“深度学习”。这些数据包括三个月的实地调查材料，以及对挪威两所小学学生的参与性观察和定性访谈。结果是根据约翰杜威的两个教育经验标准“交易”和“连续性”以及我们深度学习的操作化来解释的。我们认为，同时需要交易和连续性的学习活动可以被视为促进深度学习。