1. Transversal knowledge formations in Problem Based Learning (PBL) “The loss of disciplines…. the emergence of…..?” 9/3/2015Verner Larsen ©

2. 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) 9/3/2015Verner Larsen ©

3. 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) 9/3/2015Verner Larsen ©

4. Why ‘transversal’ and not ‘inter- disciplinary’? Inter-disciplinarity presupposes disciplinarity Weaker Classification and framing of disciplines: ER: C-, F- 9/3/2015Verner Larsen ©

5. 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) 9/3/2015Verner Larsen ©

6. Methodology (2) 9/3/2015Verner Larsen © 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

7. ”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++) 9/3/2015Verner Larsen ©

8. Transformations of curriculum disciplines (add. 2) 9/3/2015Verner Larsen ©

9. 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 9/3/2015Verner Larsen ©

10. CAE: A ‘tight’ federation 9/3/2015Verner Larsen © 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’+

11. 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’ 9/3/2015Verner Larsen ©

12. NE: A ‘loose’ federation 9/3/2015Verner Larsen © 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’+

13. PBL- program Changes in curriculum codes (1) 9/3/2015Verner Larsen © ER+ ER- SR+ SR- ER+ ER- SR+ SR- PBL- program CAENE Disciplines

14. 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) 9/3/2015Verner Larsen ©