Transversal knowledge formations in Problem Based Learning (PBL)

“The loss of disciplines….

the emergence of…..?”

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Research questions:

1. How can transversal knowledge formations (‘inter-disciplinarity’) be characterized in PBL-programs/units (in Professional Bachelor education)?

2. What are the implications of such formations for knowledge progression and knowledge building? (in progress)

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Reseach background and Empirical context

• Professional Bachelor Education

• 3½ year educational programs (teachers, Nurses, Constructing Archtects, Diploma engineers etc.)

• Orientation towards both academic and practice fields - increased tension since 2001 (Bologna process)

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Why ‘transversal’ and not ‘inter-disciplinary’?

• Inter-disciplinarity presupposes disciplinarity

• Weaker Classification and framing of disciplines: ER: C-, F-

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Theory and methodology (1)

• Transversal knowledge formations explored in a curriculum perspective – changes over time in:1. “What counts as knowledge?” – discourse

analysis (N. Fairclough):

2. Transformation of disciplines in curriculum – Classification, Framing, LCT (B.Bernstein, K. Maton)

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Methodology (2)

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Fields of transformation

 Field of

recontextuali-sation

 

Field of knowledge

aquiring and re-production

(Educators transforming knowledge into pedagogical discourse

 

(Teaching and learning)

Field of knowledge production

 

”What counts as knowledge?” (add.1)

• Struggles and alliances between conflicting discourses:– ‘Craft’ discourse vs. academic discourse

• Nursing E. balances between the two using PBL (I+, P+)

• Constructing Architect E. strongly relates to the practice fields (I--, P++)

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Transformations of curriculum disciplines (add. 2)

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Constructing Architect E (CAE)

• PBL-form: Projects in technical house design• Duration of PBL-units: ½ year • Organisation: Groupwork, all ativities take place

in one room including lecturing and tutoring• Main subjects: Building design, Statics,

Technical installations, Planning and management

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CAE: A ‘tight’ federation

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Reflection (1. Order): how theories/methods are used and put together in solving an assignment

Reflection (Biographic): how theories/methods are relevant in a biographic perspective

Fig. Types of reflections in CAE

ER: C’,+ F’+SR: C’+,F’+

Nursing E. (NE)

• PBL-form: Case stories

• Duration of PBL-cases: approx. 2 weeks

• Organisation: Groupwork – lectures in class

• Main subjects: ‘Nursing care’, ‘Ethics, Philosophy and Religion’, ‘Anatomy & physiology’

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NE: A ‘loose’ federation

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Reflection (1. order): How can a theory/method apply to or explain the case problem?

Reflection (2. order): What are the differences between theories and methods in explaining the case problem?

Fig. Types of reflections in NE

SR: C’+,F’+

ER: C’,- F’+

PBL-program

Changes in curriculum codes (1)

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ER+

ER-

SR+SR-

ER+

ER-

SR+SR-PBL-program

CAE NE

Disciplines Disciplines

Next steps…

• How do the various reflection processes contribute to knowledge building within these transversal knowledge structures?– Horizontal or vertical extension?– Generalisation and abstraction - translating

between empirical representations and theoretical concepts (theories of semantics, SD/SG)

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