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Pressurized liquid extraction of bioactive compounds from Pleurotus ostreatus and Lentinula edodes spent mushroom substrate
Get PDFThe global mushroom production is continuously increasing, thanks to mushrooms being a popular low-emission, high-protein and health-promoting food. This results in the mushroom industry yearly giving rise to an abundant amount of spent mushroom substrate (SMS). In reaching the aim of a circular economy, the valorisation of SMS is essential in order to achieve a sustainable bioeconomy. The extraction of bioactive compounds stands out as a prospective application. Due to the compounds resulting from fungal decomposition of lignocellulose in the substrate and the presence of mycelium, SMS contains bioactive compounds. This study aims to investigate the extraction of bioactive compounds from the SMS of oyster mushroom (Pleurotus ostreatus) and shiitake (Lentinula edodes) by applying pressurized liquid extraction. The antioxidant activity of the bioactive compounds and their correlation with individual phenolic acids is another important objective of this study. A 32 factorial design was employed using subcritical water extraction (SWE) at temperatures ranging from 125 °C to 175 °C and holding times of 0, 15, and 30 minutes. Pressurized ethanol extraction (PEE) using aqueous ethanol as solvent was also performed at 175 °C for 0 and 15 min. The concentrations of total phenolic compounds were higher in the PEE extracts than in the SWE ones across the same conditions. The most abundant phenolic acids identified were vanillic acid, ascorbic acid, gallic acid and protocatechuic. The SWE extracts of shiitake SMS showed higher antioxidant activity than those of oyster mushroom SMS, while an opposite trend was observed in PEE extracts. Overall, the PEE extracts showed higher antioxidant activity than the SWE extracts across similar conditions for both SMS. A strong correlation was found between the concentration of total phenolic compounds in the extracts and the antioxidant activity. Among all identified phenolic acids, ferulic and chlorogenic acids showed correlations with FRAP capacity even though they were identified in lower amounts. This suggests that, phenolic acids could be important contributor for antioxidant activity of the SMS extracts. In addition to total phenolic compounds, polysaccharides could potentially be another contributor for the observed antioxidant activity. As phenolic compounds and carbohydrates are effectively recovered in this study, SWE and PEE could be viable methods for extracting bioactive compounds from SMS of shiitake and oyster mushroom
Navigating currents of change: A Born Blue Venture
No full textThis thesis examines how small, environmentally oriented enterprises in the blue economy can reconfigure their business models to facilitate sustainable value creation under conditions characterized by institutional fragmentation, regulatory ambiguity, and absent or underdeveloped markets. The study is grounded in a qualitative, abductive case study of LoVeMar AS, a Norwegian venture established with the explicit mission of mitigating marine pollution, and explores both the external constraints and internal strategic responses available to such mission-driven actors.
To construct a theoretically robust and context-sensitive analytical foundation, the study synthesizes insights from multiple academic domains, including business model innovation, sustainable entrepreneurship, hybrid organizing, and blue economy governance. The literature review reveals a notable conceptual gap concerning ventures that are founded on ecological purpose rather than commercial logic, and that subsequently seek to establish viable and resilient business models in institutionally fragmented environments. In response, the thesis proposes the tentative concept of Born Blue Ventures (BBVs), a category developed through inductive engagement with the empirical material to describe a subset of small, ocean-oriented enterprises with regenerative intent embedded at their core. The notion is not advanced as a generalizable typology, but rather as a heuristic device to support future theorization of ventures operating in structurally neglected spaces where conventional market-based models prove inadequate.
Empirically, the study identifies five structural constraints impeding financial viability: diffuse institutional responsibility, regulatory misalignment, insufficient demand-side structures, limited access to sustained funding mechanisms, and the absence of a functioning value chain for recovered marine plastic. Nonetheless, the findings reveal strategic potential in internally driven forms of business model innovation, including value bundling, technology reframing, and the cultivation of cross-sectoral collaborations that enable financial resilience while preserving core mission integrity.
By foregrounding the lived complexity of sustainability-oriented ventures at the margins of market systems, the thesis contributes to emerging theoretical discussions on hybrid business model design under uncertainty. It offers a contextually grounded conceptual lens for engaging with mission-first actors in the blue economy and invites further empirical and theoretical inquiry into how such enterprises might be supported, legitimized, and scaled within broader sustainability transitions
Kreativ utdannelse i skyggen av en akademisk verden
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Tittel: I skyggen av det akademiske – En kvalitativ studie av elevers oppfatning av kreative fag med særlig vekt på frisørfaget
Denne masteroppgaven undersøker hvordan elever og frisørlærlinger oppfatter skolens verdsetting av kreative fag, med særlig fokus på frisørfaget. Studien tar utgangspunkt i en kvalitativ og fenomenologisk-hermeneutisk tilnærming, og bygger på semistrukturerte intervjuer med fire elever i 10. klasse og to frisørlærlinger. Teoretisk forankring hentes fra blant andre Honneth, Bourdieu, Robinson, Deci og Ryan, samt Aristoteles.
Funnene viser at kreative fag ofte får lavere status i skolen sammenlignet med akademiske fag, og at dette påvirker elevenes motivasjon og selvforståelse. Informantene rapporterer om lite informasjon om yrkesfag som frisør, manglende praktisk utforskning og en opplevelse av å måtte forsvare egne utdanningsvalg. Samtidig uttrykker flere glede og mestring når de får arbeide kreativt og praktisk.
Oppgaven peker på et behov for å utvide skolens kunnskapsforståelse og styrke anerkjennelsen av praktisk, skapende og relasjonell kompetanse. Den avsluttes med en oppfordring til å skape en skole som gir plass til flere former for intelligens og læring – og hvor kreative utdanningsvalg løftes frem som likeverdige og verdifulle.Abstract
Title: In the Shadow of the Academic – A Qualitative Study of Students' Perceptions of Creative Subjects with a Focus on Hairdressing
This master's thesis explores how students and hairdressing apprentices perceive the school system’s valuation of creative subjects, with a particular focus on hairdressing. The study employs a qualitative, phenomenological-hermeneutic approach and is based on semi-structured interviews with four 10th-grade students and two hairdressing apprentices. The theoretical framework includes contributions from Honneth, Bourdieu, Robinson, Deci and Ryan, and Aristotle.
Findings indicate that creative subjects are often assigned lower status in school compared to academic subjects, affecting students’ motivation and self-perception. Participants report limited access to information about vocational paths like hairdressing, few opportunities for practical exploration, and a sense of having to defend their educational choices. Nevertheless, many describe strong feelings of joy and mastery when engaged in creative and hands-on activities.
The thesis argues for a broader understanding of knowledge in schools and highlights the importance of recognizing practical, creative, and relational competence. It concludes with a call for an educational system that embraces diverse forms of intelligence and supports creative career choices as equally valuable and legitimate
Tegn til forbedring – En studie av eksplisitt grammatikkundervisning for å forbedre skriveferdigheter
Get PDFDenne masteroppgaven undersøker hvilken innvirkning et eksplisitt og forskningsforankret undervisningsopplegg kan ha på ungdomsskoleelevers tegnsettingskompetanse i skriving, med hovedfokus på skilletegnene punktum og komma. Undervisningsopplegget ble utviklet med utgangspunkt i nyere grammatikkdidaktisk forskning, og ble gjennomført i en 10. klasse i grunnskolen. Studien er en intervensjonsstudie innen pedagogisk designforskning og har som formål å både styrke elevenes ferdigheter og å bidra med kunnskap om hvordan eksplisitt grammatikkundervisning kan gjennomføres i praksis. Datamaterialet består av tre elevtekster per deltaker, skrevet henholdsvis før intervensjonen, umiddelbart etter, og to måneder i etterkant. Avvik i bruken av punktum og komma er registrert og kvantifisert i analysen. Resultatene viser en tydelig forbedring i elevenes tegnsettingskompetanse rett etter undervisningen, særlig knyttet til punktum og grunnleggende kommaregler. Når det gjelder mer avanserte kommaregler, var forbedringen mindre stabil over tid, noe som kan indikere behov for mer repetisjon og øving. Studien konkluderer med at eksplisitt grammatikkundervisning kan ha en positiv innvirkning på elevenes skriveferdigheter når den kombineres med konkret skrivetrening og aktiv bruk. For at ferdighetene skal bli varige og internaliserte, argumenteres det for at grammatikk må inngå som en gjennomgående og systematisk del av skriveopplæringen gjennom hele skoleløpet.This master’s thesis investigates the impact that an explicit and research-based teaching approach can have on lower secondary students’ punctuation skills in writing, with a particular focus on the use of full stops and commas. The instructional design was developed based on recent research in grammar didactics and was implemented in a 10th-grade classroom. The study is an intervention study within educational design research, aiming both to improve students’ formal writing skills and to contribute to knowledge about how explicit grammar teaching can be applied in practice.
The dataset consists of three texts per student, written before the intervention, immediately after, and again two months later. Deviations in the use of full stops and commas were identified and quantified. The results show a clear improvement in students’ punctuation skills immediately after the intervention, particularly in their use of full stops and basic comma rules. However, when it comes to more advanced comma rules, the progress was less stable over time, suggesting a need for further repetition and practice. The study concludes that explicit grammar teaching can positively affect students’ writing skills when combined with focused writing exercises and active application. To ensure that these skills become lasting and internalized, the study argues that grammar must be integrated as a consistent and systematic part of writing teaching throughout the school years
Kunnskap på tvers - når rutiner møter praksis
Get PDFOverganger er en naturlig del av livet og innebærer både muligheter og utfordringer. For barn er overgangen fra barnehage til skole en av de første store overgangene, og den har stor betydning for deres videre læring, utvikling og trivsel. Dette skiftet markerer ikke bare et nytt fysisk miljø, men også et møte med nye forventninger, relasjoner og læringskulturer. I denne masteroppgaven undersøker vi hvordan profesjonsfellesskap i barnehage og skole tolker og praktiserer overgangsarbeidet, og hvilke forhold som påvirker praktiseringen av lokale og nasjonale retningslinjer.
Problemstillingen vår er: Hvordan tolker og praktiserer profesjonsfellesskapene i barnehage og skole de lokale og nasjonale retningslinjene for overgangen barnehage-skole, og hvilke faktorer påvirker denne tolkningen og praktiseringen?
Studien bygger på et kvalitativt forskningsdesign med fokusgruppeintervju og observasjon som metode. Datamaterialet er hentet fra en kommune der det foregår systematisk arbeid med overgang barnehage–skole. Funnene våre drøftes i lys av teori om organisasjonslæring, kunnskapssyn, sosiokulturell- og kontinuitets teori, samt Bronfenbrenners utviklingsøkologiske modell.
Analysen viser at samarbeid om overgangen ofte er preget av personavhengighet, varierende grad av systematisering og ulike forståelser av hva som er relevant kunnskap. Relasjoner mellom profesjonsutøvere fremstår som avgjørende for kvaliteten i overgangsarbeidet, og det finnes et spenn mellom strukturelle krav og behovet for fleksibilitet og profesjonelt skjønn. Barnehagens erfaringsbaserte kunnskap oppleves ikke alltid som relevant i skolen, noe som kan skape brudd i barnets opplevelse av kontinuitet. Videre avdekkes det at barnets stemme ofte tones ned, og at kjønnsperspektivet i liten grad er tematisert i overgangspraksisen.
Oppgaven løfter frem behovet for å utvikle tolkningsfellesskap og lærende organisasjoner som kan legge til rette for mer helhetlige, inkluderende og fleksible overganger, der barnets erfaringer og perspektiver får en tydeligere plass.Transitions are a natural part of life and entail both opportunities and challenges. For children, the transition from kindergarten to school is one of the first major transitions, with significant impact on their further learning, development, and well-being. This shift marks not only a new physical environment but also an encounter with new expectations, relationships, and learning cultures.
In this master's thesis, we explore how professional communities in kindergarten and school interpret and practice the transition work, and which factors influence the way local and national guidelines are understood and put into practice. Our research question is: How do professional communities in kindergarten and school interpret and practice the local and national guidelines for the transition from kindergarten to school, and what factors influence this interpretation and practice?
The study is based on a qualitative research design, using focus group interviews and observation as methods. The data was collected from a municipality where systematic work on the kindergarten–school transition is taking place. Our findings are analysed using theories of organizational learning, epistemological perspectives, and sociocultural and relational pedagogy as analytical frameworks. The analysis reveals that collaboration in transition practices is often characterized by personal initiative, varying degrees of systematization, and differing understandings of what constitutes relevant knowledge. Relationships between professionals appear to be crucial for the quality of the transition work, and a tension emerges between structural requirements and the need for flexibility and professional judgment. The experiential knowledge from kindergarten is not always perceived as relevant in school, which may lead to a break in the child's experience of continuity. Furthermore, the child’s voice is often downplayed, and the gender perspective is rarely addressed in transition practices.
This thesis highlights the need to develop interpretive communities and learning organizations that can facilitate more holistic, inclusive, and flexible transitions, where the child’s experiences and perspectives are given greater prominence
Perception Toward Wolves Are Driven by Economic Status and Religion Across Their Distribution Range
Get PDFEffective conservation of large mammals depends on how people perceive them. Grey wolves have a widespread distribution globally, and their recent recolonization of human-dominated landscapes offers an excellent opportunity to understand the heterogeneity in their perception across continents. Our analysis included all quantitative studies (118 articles) conducted in 35 countries through a systematic review process, published globally between 1980–2023 and indexed in Web of Science and Google Scholar. Fifty-four percent of the studies reported a negative perception toward wolves. Most studies conducted in Asia reported a negative perception, while 56% of studies conducted in Europe and 48% in North America reported a positive perception. Fifty-four percent of studies from Western Europe and forty percent of studies from Slavic Russian cultural regions reported positive perceptions. Respondents from low-income countries elicited the most negative perceptions. We identified the predominant religion and economic status of a country as dominant factors determining perception. Studies conducted in countries with Hinduism as the predominant religion reported a negative perception toward wolves. We recommend that future studies on human–wolf interactions must prioritize regions within central Europe, parts of Asia, and Russia. A global human–wolf coexistence strategy should consider the social factors driving attitude toward the species.publishedVersio
Changing life expectancy in European countries 1990–2021: a subanalysis of causes and risk factors from the Global Burden of Disease Study 2021
Get PDFBackground
Decades of steady improvements in life expectancy in Europe slowed down from around 2011, well before the COVID-19 pandemic, for reasons which remain disputed. We aimed to assess how changes in risk factors and cause-specific death rates in different European countries related to changes in life expectancy in those countries before and during the COVID-19 pandemic.
Methods
We used data and methods from the Global Burden of Diseases, Injuries, and Risk Factors Study 2021 to compare changes in life expectancy at birth, causes of death, and population exposure to risk factors in 16 European Economic Area countries (Austria, Belgium, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain, and Sweden) and the four UK nations (England, Northern Ireland, Scotland, and Wales) for three time periods: 1990–2011, 2011–19, and 2019–21. Changes in life expectancy and causes of death were estimated with an established life expectancy cause-specific decomposition method, and compared with summary exposure values of risk factors for the major causes of death influencing life expectancy.
Findings
All countries showed mean annual improvements in life expectancy in both 1990–2011 (overall mean 0·23 years [95% uncertainty interval [UI] 0·23 to 0·24]) and 2011–19 (overall mean 0·15 years [0·13 to 0·16]). The rate of improvement was lower in 2011–19 than in 1990–2011 in all countries except for Norway, where the mean annual increase in life expectancy rose from 0·21 years (95% UI 0·20 to 0·22) in 1990–2011 to 0·23 years (0·21 to 0·26) in 2011–19 (difference of 0·03 years). In other countries, the difference in mean annual improvement between these periods ranged from –0·01 years in Iceland (0·19 years [95% UI 0·16 to 0·21] vs 0·18 years [0·09 to 0·26]), to –0·18 years in England (0·25 years [0·24 to 0·25] vs 0·07 years [0·06 to 0·08]). In 2019–21, there was an overall decrease in mean annual life expectancy across all countries (overall mean –0·18 years [95% UI –0·22 to –0·13]), with all countries having an absolute fall in life expectancy except for Ireland, Iceland, Sweden, Norway, and Denmark, which showed marginal improvement in life expectancy, and Belgium, which showed no change in life expectancy. Across countries, the causes of death responsible for the largest improvements in life expectancy from 1990 to 2011 were cardiovascular diseases and neoplasms. Deaths from cardiovascular diseases were the primary driver of reductions in life expectancy improvements during 2011–19, and deaths from respiratory infections and other COVID-19 pandemic-related outcomes were responsible for the decreases in life expectancy during 2019–21. Deaths from cardiovascular diseases and neoplasms in 2019 were attributable to high systolic blood pressure, dietary risks, tobacco smoke, high LDL cholesterol, high BMI, occupational risks, high alcohol use, and other risks including low physical activity. Exposure to these major risk factors differed by country, with trends of increasing exposure to high BMI and decreasing exposure to tobacco smoke observed in all countries during 1990–2021.
Interpretation
The countries that best maintained improvements in life expectancy after 2011 (Norway, Iceland, Belgium, Denmark, and Sweden) did so through better maintenance of reductions in mortality from cardiovascular diseases and neoplasms, underpinned by decreased exposures to major risks, possibly mitigated by government policies. The continued improvements in life expectancy in five countries during 2019–21 indicate that these countries were better prepared to withstand the COVID-19 pandemic. By contrast, countries with the greatest slowdown in life expectancy improvements after 2011 went on to have some of the largest decreases in life expectancy in 2019–21. These findings suggest that government policies that improve population health also build resilience to future shocks. Such policies include reducing population exposure to major upstream risks for cardiovascular diseases and neoplasms, such as harmful diets and low physical activity, tackling the commercial determinants of poor health, and ensuring access to affordable health services.
Funding
Gates Foundation.publishedVersio
Bærekraft i praksis i oppdrettsbransjens leverandørkjede
Get PDFBærekraft har fått økende betydning i næringslivet, men mye av forskningen har hatt fokus på store selskaper. Det er behov for mer kunnskap om hvordan små og mellomstore bedrifter (SMB) arbeider med bærekraft i praksis – særlig i bransjer med miljømessige utfordringer og strenge rammebetingelser. Denne studien undersøker hvordan SMB i oppdrettsnæringens leverandørkjede forholder seg til bærekraft. Problemstillingen er:
Hvordan arbeider små og mellomstore virksomheter i oppdrettsbransjens leverandørkjede med bærekraft i praksis, og hvilke faktorer påvirker dette arbeidet?
Studien bygger på en kvalitativ tilnærming med semistrukturerte intervjuer av elleve respondenter fra ti ulike virksomheter i oppdrettsbransjens leverandørkjede. Analysen er inspirert av institusjonell teori og rammeverket til Correia et al. (2024), som deler bærekraftsarbeid inn i fire nivåer: styring, produkt- og prosessnivå, kunde- og leverandørledelse, og andre interessenter.
Funnene viser at bærekraft i stor grad praktiseres selektivt og pragmatisk. Miljømessig bærekraft er det området som er mest utviklet, særlig på produkt- og prosessnivå, hvor tiltak som energieffektivisering, produktlevetid og ressurshåndtering er godt integrert i driften. Økonomisk bærekraft fungerer både som en drivkraft og begrensning, og tiltak iverksettes i hovedsak når de vurderes som lønnsomme. Sosial bærekraft er minst utviklet og sjelden systematisert. Kundekrav og forventet regulering er sentrale drivere, men enkelte virksomheter viser også proaktivt engasjement og verdibaserte initiativer.
Studien bekrefter flere sentrale trekk ved institusjonell teori, særlig betydningen av tvingende og normativ isomorfisme. Samtidig nyanseres dette gjennom funn som peker på at enkelte SMB-er arbeider mer strategisk og framoverskuende enn tidligere antatt. Studien har både teoretiske og praktiske implikasjoner og peker på forslag for videre forskning med bredere utvalg og operativt perspektiv.Sustainability has gained increasing importance in the business world, yet much of the existing research has focused on large corporations. There is a need for more knowledge about small and medium-sized enterprises (SMEs) and how they work with sustainability practices, particularly in industries facing environmental challenges and strict regulatory conditions. This study explores how SMEs within the aquaculture supply chain approach sustainability. The research question is:
How do small and medium-sized enterprises in the aquaculture supply chain work with sustainability practices, and what factors influence this work?
This study adopts a qualitative approach, based on semi-structured interviews with eleven respondents from ten different companies within the aquaculture supply chain. The analysis is inspired by institutional theory and the framework developed by Correia et al. (2024), which categorizes sustainability efforts into four levels: governance, product and process level, customer and supplier management, and stakeholder focus.
The findings reveal that sustainability practices are largely selective and pragmatic. Environmental sustainability is the most developed dimension, particularly at the product and process level, where initiatives such as energy efficiency, product lifespan, and resource management are well integrated into operations. Economic sustainability acts both as a driver and a constraint, with initiatives primarily undertaken when they are deemed profitable. Social sustainability is the least developed dimension and is rarely systematized. Customer requirements and anticipated regulations are key drivers, although some companies demonstrate proactive engagement and value-based initiatives.
The study confirms several key aspects of institutional theory, particularly the importance of coercive and normative isomorphism. Simultaneously, it refines this perspective by emphasizing that some SMEs engage in more strategic and forward-looking sustainability work than previously anticipated. The study offers both theoretical and practical implications and suggests directions for future research, including broader sampling and a more operational perspective
Kritisk tenkning i møte med pubertet og kroppslige forandringer i naturfagundervisning
Get PDFDenne masteroppgaven undersøker hvordan naturfagundervisning om pubertet, ved bruk av elevaktive metoder, kan utvikle elevers kritiske tenkning og ferdigheter i kildevurdering. Bakgrunnen er LK20s vektlegging av kritisk tenkning som en tverrfaglig basiskompetanse, og behovet for at elever på mellomtrinnet lærer å håndtere informasjon kritisk i møte med komplekse temaer. Studien tar utgangspunkt i et undervisningsopplegg for 5. trinn, støttet av Bro-modellen (Thise & Vilien, 2021), som tilrettelegger for dialog, utforskning og vurdering av informasjonskilder gjennom case- og gruppearbeid.
Datagrunnlaget består av 20 tankekart utarbeidet av 14 elever (før og etter undervisningen), samt tre semistrukturerte gruppeintervjuer med de samme elevene. Analysen tar utgangspunkt i ERR-modellen (Florea & Hurjui, 2015) og Alosaimis (2013) 3x3-modell for å vurdere kritisk tenkning med fokus på informasjon, kilde og relevans.
Problemstillingen som undersøkes er: Hvordan kan elevers kritiske tenkning og ferdigheter i kildekritikk utvikles gjennom utforskende og elevaktive arbeidsmåter i naturfag, eksemplifisert gjennom undervisning om pubertet?
Funnene viser at undervisningen bidro til en positiv utvikling i elevenes forståelse av pubertet, bevissthet om informasjonskilder og kritiske refleksjoner. Etter undervisningen brukte elevene flere faglige begreper, viste større innsikt i både kroppslige og emosjonelle aspekter ved puberteten, og økt evne til å se sammenhenger og variasjoner. Flere elever gikk fra å bruke personlige eller tilfeldige digitale kilder til å henvise til faglige og profesjonelle informasjonskilder, og noen begynte å stille spørsmål ved troverdigheten og intensjonen bak informasjonen. Det var likevel variasjon mellom elevgruppene i hvor avanserte og selvstendige refleksjonene var. Kritisk tenkning fremstod som en ferdighet i utvikling, nært knyttet til elevenes faglige forståelse, erfaringer og trygghet i læringsmiljøet.
Studien viser at kritisk tenkning og kildekritikk kan integreres i naturfagundervisningen på mellomtrinnet, forutsatt at undervisningen er strukturert, sosialt forankret og tematisk relevant. Lærerens rolle som veileder og bruken av didaktiske modeller fremheves som avgjørende. Studien gir praksisnære innspill til hvordan temaer som pubertet kan brukes for å fremme kritisk tenkning i tråd med intensjonene i LK20.This master's thesis investigates how science education on puberty, using student-active methods, can support the development of pupils’ critical thinking and source evaluation skills. The study is grounded in the LK20 curriculum's emphasis on critical thinking as a cross-disciplinary core competence, and the need for upper primary students to learn to handle information critically when engaging with complex topics. The research is based on a teaching unit designed for 5th grade, supported by the Bro model (Thise & Vilien, 2021), which facilitates dialogue, exploration, and evaluation of sources through case-based and collaborative tasks.
The data material consists of 20 concept maps created by 14 students (before and after instruction), as well as three semi-structured group interviews with the same participants. The analysis is informed by the ERR model (Florea & Hurjui, 2015) and Alosaimi’s (2013) 3x3 model to assess critical thinking with a focus on information, source, and relevance.
The research question is: How can pupils’ critical thinking and source evaluation skills be developed through exploratory and student-active learning approaches in science education, exemplified by a teaching unit on puberty?
The findings show that the teaching contributed to a positive development in students’ understanding of puberty, awareness of information sources, and critical reflections. After the teaching sessions, students used more subject-specific terminology, demonstrated greater insight into both the physical and emotional aspects of puberty, and showed an increased ability to recognize connections and variations. Several students shifted from using personal or random digital sources to referencing academic and professional information sources, and some began questioning the credibility and intentions behind the information. However, there was variation between student groups in how advanced and independent their reflections were. Critical thinking appeared as a developing skill, closely linked to students’ subject understanding, experiences, and their sense of security within the learning environment.
The study shows that critical thinking and source evaluation can be integrated into science education at the upper primary level, provided that the teaching is structured, socially grounded, and thematically relevant. The teacher’s role as a facilitator and the use of didactic models are highlighted as crucial. The study offers practice-oriented input on how topics such as puberty can be used to promote critical thinking in line with the intentions of LK20
Differentiating English teaching for pupils with reading and writing difficulties
Get PDFDenne masteroppgåva er ein studie som nyttar ein blanda metodetilnærming som undersøker differensiering av engelskundervisninga for elevar med lese- og skrivevanskar. Basert på dette temaet er det formulert to forskingsspørsmål som ligg til grunn for studien: «Korleis tilpassar lærarar undervisninga for elevar med lese- og skrivevanskar på andre og tredje trinn i norsk grunnskule?» og «Har det noko å seie for undervisninga om elevane har lese- og skrivevanskar med eller utan ein formell diagnose?». Masteroppgåva er strukturert rundt Blooms taksonomi, den proksimale utviklingssona, dei fire trådane og differensiert undervisning som teoretisk rammeverk. I tillegg er arbeidet påverka av fire tidlegare forskingsartiklar, både frå elev- og lærarperspektiv.
Datamaterialet i studien er samla inn gjennom eit spørjeskjema med ni respondentar og eitt individuelt intervju. Informantane var lærarar som underviste på andre eller tredje trinn ved ulike norske grunnskular. Funn frå studien viser at det i stor grad er likskapar i korleis lærarar differensierer for elevar med lese- og skrivevanskar, uavhengig av om dei har ein formell diagnose eller ikkje. Alle respondentane nyttar fleire ulike metodar når dei differensierer, nokre like og nokre ulike. Basert på studien er dei viktigaste punkta som respondentane nemner når det gjeld differensiering for elevar med lese- og skrivevanskar, å ha fokus på inkludering, å gje elevane motivasjon, og å gje dei ei kjensle av meistring.This thesis is a mixed method study on differentiating English teaching for pupils with reading and writing difficulties. Based on this topic, two research questions have been formulated to guide the study, “How do teachers differentiate teaching for pupils with reading and writing difficulties in grade two and three in Norwegian primary schools?” and “Does is make a difference to the teaching whether pupils have reading and writing difficulties with or without a formal diagnosis?”. This thesis is structured around Bloom’s taxonomy, the Zone of Proximal Development, the Four Strands and differentiated instruction as the theoretical framework, as well as being influenced by four previous research articles from both the pupils’ and teachers’ perspectives.
Data from the research was collected through both a questionnaire with nine respondents, and one single interview. The respondents were teachers who taught either the second or third grade from different Norwegian primary schools. Findings from the study indicate that most teachers behaved similarly when it comes to differentiating for pupils with reading and writing difficulties with and without a formal diagnosis. The respondents all use several different methods when differentiating, some similar and some different. Based on the study, the main points that the respondents mention when it comes to differentiating for pupils with reading and writing difficulties are to focus on inclusion, giving the pupils motivation, and giving them a sense of accomplishment