Thinking skills — Transcript

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1. 0:00Learning is fundamentally about
2. 0:03the development of thinking skills. Learning-
3. 0:06focused teaching aims
4. 0:08to support the development of students' thinking skills
5. 0:11and strengthen their agency.
6. 0:14The learner is therefore seen
7. 0:15as an owner and
8. 0:18active actor in his own learning process, and the teacher's role
9. 0:20is to support students in these
10. 0:22processes. Many
11. 0:25students who graduate from higher education institutions
12. 0:27will work
13. 0:29in expert positions of the future, and in them
14. 0:32the skill to build understanding is needed
15. 0:34to solve different issues.
16. 0:37Although learning content knowledge is of course
17. 0:39important, the goal of learning
18. 0:42is often not to learn to repeat it
19. 0:44as it is.
20. 0:47It's more about building a broader understanding
21. 0:49and developing capabilities
22. 0:51to apply knowledge.
23. 0:54Since scientific
24. 0:56knowledge based on research is one of
25. 0:58the most important tools for experts
26. 1:00in working life, it is important in higher education institutions
27. 1:02to pay attention to the fact that
28. 1:04students get sufficient skills
29. 1:06to search for, evaluate and apply
30. 1:09scientific knowledge.
31. 1:12Centrally related to this is also the development of conceptions of knowledge, i.e. epistemic understanding
32. 1:14Scientific knowledge
33. 1:19differs both in its origins and
34. 1:21nature from other knowledge, and
35. 1:23students have different ideas
36. 1:25about what scientific knowledge is like and
37. 1:28also how it is produced. It is therefore
38. 1:31important to support
39. 1:33the development of students' conceptions of knowledge and help them
40. 1:36to understand how scientific
41. 1:38knowledge is constructed
42. 1:40through an active research process.
43. 1:43This involves, for example,
44. 1:46understanding the most important scientific concepts,
45. 1:48outlining the stages of the scientific research process
46. 1:51and understanding
47. 1:53the nature of scientific knowledge in relation to other kind of knowledge.
48. 1:56Learning these skills is not always
49. 1:58easy for all students
50. 2:01and it is important
51. 2:03to pay attention to explicitly supporting the development of these skills,
52. 2:05for example, in curriculum work and teaching
53. 2:07in general.
54. 2:12Students are not
55. 2:14ready-made experts when they graduate, but
56. 2:17by supporting the development of their thinking skills,
57. 2:20we can help them build a foundation
58. 2:22for future development of expertise.