Prerequisites of Learning from Various Means and Aim Perspectives
In the previous chapter, we suggested that in institutionalised processes of learning we are dealing with a multiple aim/means structure. Means and aims actualise themselves in concrete practices and can be viewed from a teacher as well as a student persp
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Dealing with Conceptualisations of Learning Learning between Means and Aims in Theory and Practice
Edited by Ane Qvortrup University of Southern Denmark, Denmark and Merete Wiberg Aarhus University, Denmark
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6351-027-1 (paperback) ISBN: 978-94-6351-028-8 (hardback) ISBN: 978-94-6351-029-5 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
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TABLE OF CONTENTS
1. Learning between Means and Aims Ane Qvortrup and Merete Wiberg
1
2. Prerequisites of Learning from Various Means and Aim Perspectives Merete Wiberg and Ane Qvortrup
13
3. On Learning (How) to Learn Oliver Kauffmann, Merete Wiberg and Christopher Winch
25
4. Practical Emotions in the Processes of Learning Søren Engelsen
37
5. Motivation, Learning, and the Educational Dialogue Klaus Nielsen
49
6. Learning Objectives as Frameworks and Resources in Upper Secondary Education: Between Means and Aims Ane Qvortrup and Hanne Fie Rasmussen
61
7. The Didactics of Group Work: Between Means and Aims in Theory and Practice Gerd Christensen
81
8. Formative Reformulations in Interventions on School Development: A Longitudinal Case Study of a Project on Student Note-Writing Torben Spanget Christensen
91
9. A Luhmann-Inspired Approach to Include Neuroscientific Knowledge Concerning Adolescents’ Motivation for Learning in High School Instruction107 Nadja Marie Mariager 10. Patterns of Participation: A Participatory Account of Learning to Teach Jeppe Skott
133
About the Authors
145
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ANE QVORTRUP AND MERETE WIBERG
1. LEARNING BETWEEN MEANS AND AIMS
INTRODUCTION
An increased political and professional interest in learning has manifested itself in a shift from content-based to outcome-based curricula and in an increased focus on evidence-informed teaching. Within schools, among teachers and in the overall field of education, the paradigmatic shift from content-based to outcome-based curricula has been followed by enhanced interest in, as well as debate about, how learning outcomes are operationalised into learning objectives or targets in study regulations and syllabus/lesson plans, and in formalised assessment of learning. The political focus on evidence-informed teaching and learning has manifested itself in an enhanced focus on the quality of teaching and teaching methods, including an interest in a summative assessment of learning. Educational resear
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