Entreprenørskab og læringsmål

The article describes a Design-Based Research study that has examined whether it is possible to connect work with entrepreneurial learning and learning goal in elementary schools. The study is based on an understanding of entrepreneurship as a competence, which develops students' autonomy and personal commitment through learning opportunities. The intention has been to investigate whether this kind of entrepreneurial learning can be connected with learning goal. The study also aims to examine whether motivation for learning is enhanced through an entrepreneurial approach that focuses on differentiation and participation. In this article the theoretical background of entrepreneurial learning is described together with the development of prototypes, especially in relation to formulating learning goals. It concludes with the key findings of the study, which shows that a differentiated approach to learning (in the form of more choices) strengthens students' personal engagement in the classroom. It shows at the same time that learning goals themselves as irreplaceable goal alienates learning for students. The study also points out that students basically are disconnected learning on a personal level because they perceive learning as a teacher project. Finally the study states that it generally is extremely difficult to work with learning in a way that is meaningful for students. This study thus indicates that learning goal is not the way to strengthen students' autonomy, and therefore invalidate that entrepreneurial learning can be connected with learning goals. The result is not, though, that one should reject working with learning goals, but that one should reconsider the manner in which it is most appropriate to work with learning goals.ResuméArtiklen beskriver et Design-Based-Research studie, som har undersøgt, om det er muligt at forene arbejdet med entreprenøriel læring og læringsmål i folkeskolen. Studiet er baseret på en forståelse af entreprenørskab som en kompetence, der udvikler elevernes autonomi og personlige engagement via læringsmuligheder. Det har været hensigten at undersøge, om denne form for entreprenøriel læring kan forenes med læremålstyret undervisning. Studiet har også som formål at undersøge, om motivation for læring fremmes via en entreprenøriel tilgang, der fokuserer på differentieringsmuligheder og medbestemmelse. I artiklen beskrives den teoretiske baggrund for entreprenøriel læring, udviklingen af prototyper, særligt i forhold til arbejdet med at formulere læringsmål, og studiets centrale fund. Studiet viser, at en differentieret tilgang til læringsmål (i form af flere valgmuligheder) styrker elevernes personlige engagement i undervisningen, men det viser samtidigt, at læringsmål i sig selv som entydige mål fremmedgør læringen for eleverne. Studiet peger desuden på, at eleverne i udgangspunktet er frakoblet læring på et personligt niveau, da de anskuer læring som lærerens projekt. Endelig dokumenterer studiet, at det helt overordnet er særdeles vanskeligt at arbejde med læringsmål på en måde, som er meningsfuld for eleverne. Dette studie peger således på, at læringsmål ikke er vejen til at styrke elevernes autonomi, og afkræfter derfor i en vis forstand, at entreprenøriel læring kan forenes med læringsmål. Resultatet er imidlertid ikke, at man skal opgive at arbejde med læringsmål, men rejser spørgsmålet om, på hvilken måde det er mest hensigtsmæssigt at arbejde med læringsmål.