Rollespill og Teaching Thinking som redskaper for aktiv læring i naturfag – erfaringer fra allmennlærerutdanninga

Abstract

Teaching Thinking (teaching strategies developed by Thinking Skills Research Group, University ofNewcastle) and role-play were used in a science course at a teacher’s college and evaluated by the students.The experiences are discussed with reference to democratic participation as the most importantaim for compulsory science education. It is argued that role-play and Teaching Thinking-strategiesgive students and pupils in science classes motivation and opportunities to communicate on scienceissues at their own skill level. This kind of communication has several merits: i) It reveals some of thestudents’ alternative conceptions; ii) it enforces content learning; and iii) it supports the developmentof skills needed for democratic participation.