BraVo (Høgskulen i Volda)
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Integrated Programming and Mathematics in Schools - A Solid Foundation for a Future Engineering Education?
Get PDFThe interest in programming in schools has the last decade increased, and many countries have introduced programming as part of the school curriculum. Teaching of programming to students in primary and secondary school is often focused on the computer sciences aspect of programming. The current study is a part of the recently initiated research project “Programming for understanding mathematics” which has a different emphasis; the project investigates how the mathematical competence of the students are affected by actively using programming in mathematics lessons. In this paper, a recognized analytical framework for analysing the cognitive demand of mathematical tasks is presented. We extend the framework to include the analysis of tasks that utilize programming, allowing us to distinguish between tasks that are demanding due to the mathematical content, but the programming aspect of the task is trivial, and tasks that are cognitive demanding due to complex programming, but the mathematics is simple. We use the extended framework to analyse tasks in four mathematics textbooks written for 16-17 year old students by two major publishers in Norway. The results show that the tasks provided in the textbooks mainly focus on elementary programming skills, and the tasks give limited experiences with cognitive demanding programming tasks.acceptedVersio
Brukermedvirkning i Nav. En kvalitativ intervju studie av veilederes arbeidsmetoder i møte med brukere med aktivitetsplikt
Get PDFMennesker som har behov for tjenester fra Nav, har både en rett og en plikt til å medvirke i egen prosess. For en Nav veileder er spenningsfeltet mellom aktivisering og brukermedvirkning sentralt i arbeidet med brukeroppfølging. I denne studien, er målet å få kunnskap om hvordan veiledere i Nav arbeider for å sikre brukermedvirkning, i møte med brukere som har aktivitetsplikt. Problemstillingen er operasjonalisert gjennom to forskningsspørsmål, der det første er hvordan veiledere forholder seg til brukermedvirkning i arbeidet, og det andre er hvordan veiledere forholder seg til empowerment i arbeidet med brukeroppfølging. Det teoretiske grunnlaget i studien, er basert på brukermedvirkning, empowerment og makt, med fokus på Foucaults perspektiver, Sherry Arnsteins “ladder of Citizen participation”, samt Lipskys teori om bakkebyråkratiet.
Studien er basert på kvalitativ fenomenologisk hermeneutisk metode, og presenterer funn fra kvalitativ forskning. Det har blitt utført dybdeintervju med fire sosialarbeidere, som arbeider som veiledere i Nav. Analyse av funna ble det gjort med fokus på brukermedvirkning, empowerment og makt. Funnene pekte på at veiledere hadde sterk styring i brukers prosesser, og at både språk og systemet kan være vanskelig for brukere å forholde seg til. I analysen kom det også fram at veiledere opplever aktivitetsplikten som et nyttig arbeidsverktøy, og at veiledere kan ha en viktig funksjon som bindeledd mellom bruker og arbeidsgiver.
Studiens konklusjon er at den sterke styringen veiledere har i prosessene, har en funksjon ved å fasilitere produktiv makt i brukernes prosesser. Selv om Nav har en del standardiserte arbeidsverktøy, kan innholdet i oppfølgingen likevel variere. I de tilfelle veiledere lykkes i oppdraget, kan de ved hjelp av produktiv makt overføre makt og kunnskap til bruker, og dermed bidra til en empowermentprosess.Abstract
People who need services from Nav have both a right and duty to participate in their own process. For a Nav supervisor, the field of tension between activation and user participation is central in working with user follow-up. In this study, the objective is to gain knowledge about how supervisors in Nav work to ensure user participation, in meetings with users who have an activity duty. The problem is operationalized through two research questions, where the first is how supervisors relate to user participation in the work, and the second is how supervisors relate to empowerment in the work with user follow-up. The theoretical basis of the study is based on user participation, empowerment, and power, with a focus on Foucault's perspectives, Sherry Arnstein's “ladder of citizen participation”, and Lipsky's theory of the ground bureaucracy.
The study is based on a qualitative phenomenological hermeneutic method and presents findings from qualitative research. In-depth interviews have been conducted with four social workers, who work as supervisors in Nav. Analysis of the findings was done with focus on user participation, empowerment, and power. The findings indicated that supervisors had strong control in the user's processes, and that both language and the system of Nav could be difficult for users to relate to. The analysis also revealed that supervisors experience the activity obligation as a useful work tool, and that supervisors can have an important function as a link between user and employer.
In conclusion, the study suggested that the greater control the supervisors had in the process, the better they were facilitating productive power in the user’s process. Although Nav has several standardized work tools, the content of the follow-up may still vary. In cases where supervisors succeed in the task, they can, by means of productive power, transfer power and knowledge to the user, and thus contribute to an empowerment process
How can you as a teacher in adapted Norwegian language education work with words- and concepts to develop the pupil’s reading comprehension?
Get PDFDenne masteroppgaven handler om hvordan man som norsklærer kan arbeide med ord- og begreper i den særskilte norskopplæringen, for å bedre elevenes leseforståelse. Bakgrunnen for valg av tema og problemstilling er tidligere forskning knyttet til sammenhengen mellom elevers ordforråd og tilgang på innhold i tekster, samt andre teorier knyttet til flerspråkliges ord- og begrepsforståelse, lesing og leseforståelse.
Studien har et kvalitativt forskningsdesign, og benytter deltakende observasjon og semistrukturert intervju som forskningsmetoder. Disse forskningsmetodene skal sammen bidra til å svare på problemstillingen: Hvordan kan man som lærer i særskilt norsk arbeide med ord-og begreper for å utvikle elevenes leseforståelse? Datainnsamlingen er gjort på Lykke ungdomsskole. Datamaterialet består hovedsakelig av observasjoner av norsklæreren, men to av timene var også tospråklig lærer til stede. I tillegg intervjuet jeg samme norsklærer i etterkant av observasjonene.
Masteroppgaven viser flere hovedfunn knyttet til problemstillingen. For å kunne arbeide med ord- og begreper tar læreren utgangspunkt i den språklige kompetansen, og de erfaringene og interessene som elevene sitter med. Læreren er opptatt å velge tekster som er kognitivt utfordrende, men som samtidig skal være motiverende for elevene. Dette krever god lærerstøtte som hjelper elevene gjennom hele leseprosessen. I undervisningen handlet det særlig om å bruke elevenes erfaringer til å aktivere bakgrunnskunnskap og førforståelse, visualisere og konkretisere ord- og begreper, og å anerkjenne elevenes morsmål som en ressurs i undervisningen for bedre språklæring. Som en del av ordinnlæringen hadde læreren fokus på ordenes innholdsdimensjon gjennom direkte ordforklaringer og bruk av synonymer, til fordel for ordenes form- og bruksdimensjon. Ifølge forskningen i masteroppgaven min hadde disse undervisningsstrategiene, sammen med lesestopp og samtaler om tekstens innhold, betydning for elevene sin forståelse av teksten og deres evner til å trekke egne slutninger. Samtidig viser forskningen min et uutnyttet potensial når det kommer til ordinnlæringen og elevenes totale leseforståelse, og bruk av elevenes språkkunnskaper for videre læring i lys av transspråkingThis master’s thesis is about how teachers can work with words- and concepts in the adapted Norwegian language education, in order to improve the pupil’s reading comprehension.The background for the choice of topic and research question, is previous research related to the connection between pupil’s vocabulary and access to content in texts, as well as other theories related to multilingual’s vocabulary and conceptual understanding, reading, and reading comprehension.
The study has a qualitative research design and uses participatory observation and semistructured interview as research methods. Together, these research methods will contribute to answer the research question: How can you as a teacher in adapted Norwegian language education work with words- and concepts to develop the pupil’s reading comprehension? The data collection is done at Lykke lower secondary school. The data mainly consist of observations of the Norwegian teacher, but two of the lessons were also a bilingual teacher present. In addition, I interviewed the same Norwegian teacher after the observations.
The master`s thesis shows several main findings related to the research question. In order to work with words- and concepts the teacher lifts the pupil’s linguistic competence, and their experiences and interest as important for their learning. The teacher is conscious of choosing texts that are cognitively challenging, but that also is motivating for the pupils. This requires good teacher support that helps students throughout the reading process. Among other things, the teaching involved using student’s experiences to enable background knowledge and preconceptions, visualize and identify words- and concepts, and to recognize the pupil’s native language as a resource. As a part of the word- and concepts learning, the teacher focused on the content dimension of the words through direct word explanations and the use of synonyms, in favor of the form and use dimension of the words. According to my research in this master’s thesis, these teaching strategies together with reading stops and conversations about the content of the text, had an impact on student’s understanding of the text and their ability to draw their own conclusions. At the same time, my research shows an unused potential when it comes to word learning and the pupil’s overall reading comprehension, and the use of the pupil’s total language skills for further learning.MAGLU 5-1
How does a selection of teachers experience their own work with formative assessment to support that the pupils experience a desire to learn in the English teaching classroom in the years 5-7
No full textSammendrag
Formålet med denne studien har vært å se nærmere på hvordan engelsklærere på mellomtrinnet opplever sitt arbeid med underveisvurdering for å fremme lærelyst hos elevene. Lærelyst er et nytt begrep i opplæringsloven og har blitt innført som et krav alle lærere må oppfylle i arbeid med underveisvurdering. På bakgrunn av dette er underveisvurdering for lærelyst et relativt nytt forskningstema i Norge, og bakgrunnen for denne masterstudien er å bidra med forskning innenfor dette feltet.
Masterstudien har tatt utgangspunkt i problemstillingen: «Hvordan opplever et utvalg lærere arbeid med underveisvurdering for at elevene skal oppleve lærelyst i engelskundervisningen på mellomtrinnet?»
I denne studien har det blitt gjennomført et kvalitativt intervju av tre engelsklærere som jobber på mellomtrinnet. Datamaterialet består av tre transkripsjoner av de tre intervjuene som har blitt analysert og drøftet for å belyse problemstillingen.
Denne studien finner at engelsklærerne opplever at gjennom underveisvurdering får de tilpasset undervisningen til elevene, noe som fører med seg lærelyst. Videre oppleves det som viktig at tilbakemeldingene som blir gitt til elevene bør være gode, konkrete og positive for at de skal fremme lærelyst. I tillegg blir motivasjon og mestring pekt på som viktige begreper innenfor lærelyst og at underveisvurderingen og undervisningen bør tilrettelegges for at elevene sin motivasjon og følelse av mestring skal være ivaretatt i engelskfaget. Funnene i studien viser at det gjøres ved å bygge på elevene sine interesser og blir tilpasset elevene sine faglige nivå. Til slutt blir det at elevene tør å snakke engelsk og prøve og feile trukket frem som en viktig faktor for elevene sin motivasjon og mestring, som igjen påvirker lærelysten i engelskfaget. eAbstract
The purpose of this master thesis has been to investigate how English teachers in years 5-7 experience their own work with formative assessment to enhance the pupils’ desire to learn. Desire to learn is a new term in the Education Act and has been introduced as a requirement that every teacher must fulfil in working with formative assessment. Because formative assessment for pupils’ desire to learn is a relatively new research topic in Norway, the purpose of this master’s thesis is to contribute with research in this field.
The main objective of this master’s thesis is to explore: “How does a selection of teachers experience their own work with formative assessment to support that the pupils experience a desire to learn in the English teaching classroom in the years 5-7?”
Qualitative interviews have been conducted with three English teachers that all work in the years 5-7. The data collected consists of three interview transcriptions, transcribed from the three different interview recordings which have been analysed and discussed to cast light on the thesis issue.
This thesis finds that the English teachers experiences that they manage to adjust the teaching through formative assessment, which leads to a desire to learn for the pupils. The teachers also experience that the feedback they give the pupils, should be good, specific and positive to enhance a desire to learn. Motivation and a sense of accomplishment were also pointed at as important terms when it comes to a desire to learn and formative assessment, and that the teaching should be facilitated to ensure that the pupils feel motivation and a sense of accomplishment. The findings in this thesis shows that this could be done by including the pupils’ interests and by adjusting the teaching material to the pupils’ levels. Finally, it is pointed to the pupils’ ability to dare and speak English, and to try and fail is an important factor for the pupils’ motivation and sense of accomplishment and that it again affects the pupils’ desire to learn.MAGLU 5-1
The role of the clergy in the witchcraft trials: A reassessment with a focus on Finnmark
Get PDFGeistligheten i Norge deltok hovedsakelig som pådrivere i de historiske trolldomsprosessene på 1600-tallet. Historikere har tradisjonelt tolket denne deltagelsen som et uttrykk for den moralske ensrettingskampanjen og innføringen av den lærde demonologien i samfunnelitens tankegods. Basert på denne forståelsen har geistlighetens deltagelse i trolldomsprosessene blitt sett på som et uttrykk for statens styrkede posisjon og inngripen i lokalsamfunnene. De siste tiårene har internasjonal forskning vist at det finnes et nyanseringspotensial hva gjelder geistlighetens deltagelse i prosessene, hvor den lokale konteksten framheves i større grad. Denne artikkelen tar utgangspunkt i internasjonal forskning og viser hvordan prester, eksemplifisert ved sogneprest Hans Pedersen Bang i Vardø prestegjeld, kunne være både pådrivere og ha en praksis som var normativt avvikende og stoppet trolldomsprosesser fra å begynne. Artikkelen argumenterer for at geistlighetens funksjon i skjæringspunktet mellom stat og lokalsamfunn bør inkluderes i større grad i framtidige studier. En slik nyansering vil framheve ulike aspekter ved geistlighetens involvering i de historiske trolldomsprosessene.publishedVersio
Adaptive Learning Technology in Primary Education: Implications for Professional Teacher Knowledge and Classroom Management
Get PDFThe aim of this study is to explore the introduction of Adaptive Learning Technology (ALT) and inherent Learning Analytics (LA) in the classroom management and professionalism of teachers in a primary education real-life context. ALT is characterized by an inherent opportunity to personalize curriculum and learning experiences for each individual learner and to support teacher-facilitated learning. In this mixed methods study, we explore upper-primary teachers understanding of ALT application in real-life context, and we take a closer look at their experiences with ALT in their own context and practice through three different methodological lenses. The study offers insight into how teachers think and reason as they integrate ALT in their practice and addresses advantages and disadvantages of using ALT technology in primary education learning ecologies. The study also aims to discuss some more general implications of applying ALT and LA in primary and secondary level learning ecologies and concludes that automated system affordances and constraints can create new challenges for teachers, which exceeds teachers’ digital competence and ability to make use of certain real and perceived affordances.publishedVersio
Kroppslig urolige elever med spesialpedagogisk vedtak
No full textAbstract
Teaching must be adapted to the individual pupil within the learning community. Pupils who need adapted teaching beyond the ordinary teaching programme, are entitled to special-needs education. These pupils struggle in school and have a greater need for adaption and differentiation than others. Some of these also struggle with bodily turmoil. This may degenerate as wandering, fidgeting and general restlessness. This bodily turmoil may potentially make it more demanding for the teacher to adapt the teaching in a way which may benefit both the pupil and the learning community altogether. The principle of inclusion is central, where the pupils’ teaching shall for the most part take place within the class environment and be a part of the learning community. The topics investigated in this thesis are special-needs education, adapted teaching, relations, motivation and mastering and inclusion. The goal of this thesis is to investigate and discuss the following question:
«How does a selection of teachers work to adapt teaching for pupils with special-needs education where bodily turmoil is a part of their challenge?»
The study has a qualitative approch. I have conducted interviews of five teachers of both sexes, working at schools in different cities. They are all the main teacher in classes at upper primary school and have experience in teaching pupils with these struggles.
My findings shows that pedagogical relations are a central part of working with struggling pupils. A good relationship between teacher and pupil makes it easier to adapt teaching, increase motivation and help mastering tasks. The study shows that differentiated tasks and activity breaks are highlighted in adapted teaching for these pupils. The class environment and social activity are also central to the pupils’ well-being, adaption and inclution. How special-needs education is organized differ among my interviewees. Generally, it appears that the teachers lack insight as to what goes on in the special-needs education and that the main responsibility of these lessons are burdened upon the person that conducts themSammendrag
Undervisningen skal tilpasses enkelteleven innenfor fellesskapet. Elever som ikke har, eller kan få, godt nok utbytte av den ordinære undervisningen har krav på spesialundervisning. Disse elevene strever i skolen og har behov for særskilte tilpasninger i undervisningen. Noen av disse elevene har også utfordringer med kroppslig uro. Det kan være vandring i timene, fikling med småting og rastløshet. Denne uroen kan gjøre det ekstra krevende for lærer å tilpasse undervisningen på en måte som både ivaretar eleven og fellesskapet. Prinsippet om inkludering står sentralt, der elevene skal få mest mulig av opplæringen innenfor fellesskapet og være en del av en klasse. Temaene jeg undersøker i denne oppgaven er spesialundervisning, tilpasset opplæring, relasjoner, motivasjon og mestring og inkludering. Problemstillingen for studien har vært:
«Hvordan arbeider et utvalg lærere for å tilpasse opplæringen for elever med spesialpedagogisk vedtak der kroppslig uro er en del av utfordringene?»
Studien har en kvalitativ tilnærming. Jeg har intervjuet fem lærere av begge kjønn og skoler i forskjellige byer. De er alle kontaktlærere på mellomtrinnet og har erfaring med elever med disse utfordringene.
Funnene viser at relasjoner står veldig sentralt i dette arbeidet. Det pekes på at en god relasjon er veien til både tilpasninger, motivasjon og mestring hos elevene. I tilpasningen til disse elevene er det særlig differensierte oppgaver og aktivitetspauser som blir løftet frem. Også klassemiljø og sosialt arbeid står sentralt for elevenes trivsel, tilrettelegging og inkludering. Organiseringen av spesialundervisningen er ulik hos de forskjellige informantene. Det fremstår som at lærerne har lite innsikt i arbeidet som gjøres i spesialundervisningen og at ansvaret for temaene og undervisningen ligger hos den som gjennomfører disse timene.UL 30
Hjem til naturen? En undersøkelse av fenomenet økospiritualitet
Get PDFI den moderne vestlige kulturen har en «ny» form for økospiritualitet oppstått. Den har oppstått som en reaksjon på klima- og miljøkrisen, og søker således en mentalitetsendring. I dette masterprosjektet skal jeg undersøke nærmere hva dette nye fenomenet økospiritualitet er. Jeg skal pakke ut innholdet i fenomenet og se på hvilke måter de kan komme til uttrykk. Det tales om en sekulær form for økospiritualitet, men økospiritualitet er primært belyst i økoteologisk kontekst, som den religiøse formen for økospiritualitet. Jeg ønsker derfor gi den sekulære økospiritualiteten substans og en stemme, det blir mitt hovedanliggende i dette prosjektet. Økospiritualitet ligger også tett opp mot økofilosofi, og også økopsykologi, samt det som kommer frem i forskningen av følelsen som kalles kama muta. Et anliggende blir å se på likheter og forskjeller mellom alle disse, i tillegg til økoteologien. Spiritualitet er komplekst, både som levd erfaring og som studie. Jeg har ikke som mål å verken endelig definere økospiritualitet, ei heller å forkaste den kristne økospiritualiteten, men gjennom eksempler vise til at sekulær økospiritualitet kan implementeres som en del av et livssyn og virkelighetsforståelse, både til glede for individet selv, og for vår Moder jord.Abstract
In modern Western culture, a "new" eco-spirituality has emerged. It has arisen as a reaction to the climate and environmental crisis, and thus seeks a change of mentality. In this master's project, I will investigate in more detail what this new phenomenon of eco-spirituality is about. I will «unpack» the content of the phenomenon and see in what ways it can be expressed. Some talk about a secular form of eco-spirituality, but eco-spirituality is primarily illuminated in an eco-theological context, as the religious form of eco-spirituality. In this purpose I want to give the secular eco-spirituality substance and a voice, that will be my main concern in this project. Eco-spirituality is also close to ecophilosophy, and ecopsychology, as well as what can be described in the of emotion called kama muta. That will also be a matter; looking at some similarities and differences between all of these. This also include ecotheology. Spirituality is complex, both as «lived experience» and as «the study of it». I do not aim to finally define eco-spirituality, nor to reject the Christian eco-spirituality, but through some examples show that secular eco-spirituality can be implemented as part of a world view, both for the benefit of the individual herself and for our Mother Earth
Promoting and democratizing literature. A Norwegian policy success
Get PDFNorway’s literary policy as a central part of the cultural policy was etablished in the 1960s with the aim to preserve and protect Norwegian language and culture, improve the writers’ economy and thus also secure an aftergrowth of new voices, a stable production infrastructure and—according to library studies—public accessibility to Norwegian literature. The system is among other things based on a purchasing scheme for new Norwegian quality books for public libraries, which provides equal service throughout the country. A VAT-exemption for books contributes to stability and predictability. A library compensation fund compensates authors for income they lose from sales when their books are available in libraries, and a copy compensation fund compensates writers collectively for the use of copyrighted material. The system was originally established for fiction writers. Over the years it has—through extensive political processes—been expanded with a limited number of titles for other genres, most notably non-fiction. All evaluations conclude that it has been highly successful. The main features of the policy have been remarkably stable despite varying governments, due to a largely political consensus on objectives like democratization, free speech and diversity. This does not mean that the system has not been contested. Scholars from the fields of sociology of literature and cultural economics have shown that internationalization and liberalization have gone hand in hand with an enhanced pro-competition stance and that digital distribution contributes to putting the policy under pressure. In later years, the public-management logic has also strengthened its position at the expense of the independence of the field. There is however still robust demand for Norwegian fiction and non-fiction written by award-winning authors as well as new and interesting voices.publishedVersio
Developing self-efficacy through an extra preparatory school year: Lower secondary students’ perspectives on teacher support
Get PDFQuantitative and qualitative data have rarely been combined to offer a rich portrait of how self-efficacy develops in a specific context. We responded to this limitation by investigating students’ experiences of an extra school year between lower and upper secondary school. The objective of the extra school year is to reduce school dropout by strengthening students’ professional and social competences before they enter upper secondary education. The purpose of this paper was to explore how the students’ self-efficacy developed during the extra preparatory school year and to evaluate their perspective on the changes in their self-efficacy and sources of development. We applied a mixed methods design using a threefold questionnaire and individual interviews. The data collected for this study were part of a larger research project. Pre- and post-tests using a survey were applied to measure general self-efficacy, Norwegian self-efficacy and mathematics self-efficacy in individuals. A total of 23 qualitative semi-structured interviews with students near the end of their extra preparatory school year complemented the quantitative data. The data were analysed using a combination of Rasch analysis and thematic analysis. Our findings showed that learning and learning processes cannot be seen in isolation from the context, and we concluded that teachers are a central source of students’ self-efficacy. In this study, the teachers, in their capacity as facilitators and source performers, helped the students work with their individual purposes in mind, both within the domain of qualification and socialisation. However, these purposes could not have been achieved without the initiative and responsibility of each student. By building positive and trustful relationships with their students, the teachers managed to activate the students and help them take responsibility for the social and academic aspects of their lives. From the students’ point of view, the teachers seemed to build contexts in which the educational purposes were present, viewable, sensible and reachable – and important for nurturing the students’ self-efficacy. The students reported on their self-acceptance and feeling of belonging, being forward-looking and being able to portray their future selves as a consequence of mastering their academic disciplines. This study offers a methodological contribution in that we combined quantitative and qualitative data to analyse the students’ self-efficacy. The qualitative data allowed for a more comprehensive understanding of the students’ increased self-efficacy than that derived from the quantitative data alone.
Keywords: self-efficacy, dropouts, sources of self-efficacy, teacher’s role, mixed methods, thematic analysis, Rasch analysispublishedVersio