Kamratlärande som metod i bildämnet

Abstract

The purpose of this article is to investigate whether students in secondary school have worked with the method peer learning in the subject visual art. I want to examine what students think peer learning is. Through this, I want to investigate the students' experiences and understanding of peer learning. I want to investigate what students have experienced of collaboration with other students and what can be problematic, as well as what students think helps them in developing collaborative learning with others. The questions for the study have been formulated as: What do secondary school students describe peer learning as? In what way does peer learning take place according to the students in the art subject at secondary school? In what way do the students describe that learning takes place? What do the students think is either working or problematic in collaborations with other students? The method for the study has been semi-structured group interviews in a secondary school with 19 students. The analysis method for the study has been a qualitative, thematic analysis. To study how learning takes place through peer learning, the sociocultural perspective has been chosen as the theoretical framework for the study. The results show that there has not been much peer learning at this secondary school in the art subject. Several students expressed that they would like more peer learning in the subject visual art. There has not been much research on peer learning in the visual arts and therefore this is an area where more research is needed.