Anslaget som afsæt for designprocessen
– Den didaktiske ’setting’ i første fase af en designproces
DOI:
https://doi.org/10.7146/lom.v11i19.103101Keywords:
Makerspaces, wicked problems, designprocesser og making i skolen, teknologiforståelseAbstract
I denne artikel diskuterer vi lærerens rammesætning af elevers arbejde med komplekse, virkelighedsnære problemstillinger i skolen. Vi har undersøgt, hvordan starten af et undervisningsforløb kan tilrettelægges som et anslag. Anslaget er elevernes første møde med en designudfordring og det afsæt, der ansporer eleverne til at gå ind en designproces. I filmteori anvendes anslaget om en begivenhed i filmens indledning, ’the point of attack’ (Schiff, 2010) der sætter handlingen i gang. På baggrund af systematisk gennemførte interventioner i folkeskolen har vi undersøgt undervisning, som lærere har tilrettelagt som en designproces med et anslag i en kompleks problemstilling. Komplekse problemstillinger er ofte problemer uden én færdig løsning, såkaldte 'wicked problems' (Rittel & Webber 1973; Buchanan, 1992) og kræver en rammesætning, når de skal gøres til genstand for undervisning. Undersøgelsen peger på, at et anslag i form af et wicked problem har betydning for lærerens muligheder for at navigere i krydsfeltet mellem målstyring og åbne procesorienterede forløb. Artiklen er et bidrag til at belyse lærerens rammesætning og didaktiske stilladsering af designprocesser og digital fabrikation i undervisning.
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