Jigsaw-metoden som pedagogisk verktøy for tverrfaglig læring i høyere utdanning
Emneord (Nøkkelord):
Jigsaw, tverrfaglig læring, didaktikk, profesjonsutdanning, SoTLSammendrag
Tverrfaglig samarbeid er et sentralt mål i profesjonsutdanninger, men utfordres ofte av sektorinndeling og ulike kunnskapstradisjoner. Denne artikkelen undersøker hvordan Jigsaw-metoden kan anvendes for å fremme tverrfaglig læring i høyere utdanning. Analysen viser at metoden styrker studentenes eierskap og engasjement gjennom ansvar for formidling, men at læring fra medstudenters bidrag og tverrfaglig integrasjon til en viss grad uteble. Didaktiske rammer som tid, struktur og lærerrolle fremstår som avgjørende for å realisere metodens potensial. Artikkelen peker på behovet for tydeligere undervisningsdesign, aktiv lærerfasilitering og integrerende aktiviteter for å styrke tverrfaglig læring.
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