Resonemang kring variation i lärandet: Waldorf-, Freinet- och Bifrostpedagoger

• Main Author: Nordquist, Julia
• Format: Others
• Language: Swedish
• Published: Malmö högskola, Lärarutbildningen (LUT) 2010
• Subjects: variation; learning; creativity; Waldorf; Freinet; Bifrost; teaching methods; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36077

The aim of the study is to investigate reasoning about variation in learning, made by Waldorf, Freinet- and Bifrost pedagogues. The focal points are how the pedagogues reason about variation in learning and why they want to use variation. It is a qualitative study, and it is done through interviews with one Waldorf pedagogue, one Freinet pedagogue and one Bifrost pedagogue. The conversation with each pedagogue is complemented by literature that describes and discusses each pedagogue’s specific teaching method.The results of the study are linked to different theories and reasoning by scientists and professors. Two scientists are Ference Marton and Shirley Booth who investigated variation in learning. A professor is Tamás Bartfai who reason about the importance of supporting children’s creativity and the possibility of finding a variation of alternatives, which is done through encouraging children’s belief that there always could be another option or solution. Together with these, other theories and reasoning are linked to the results of the investigation.The three pedagogues reason that variation is created by opportunities and choices, that help children develop their creative sides and to see things from other perspectives. This has a positive impact on the students’ personal growth, since it encourages the student to learn and gives her or him the motivation and curiosity that is needed in order to make learning joyful.