University of Oslo (UiO): FRITT (E-Journals)
Not a member yet
5281 research outputs found
Sort by
Lærerstudenter i elevrollen møter utforskende arbeidsmåter i naturfag
No full textInquiry-based teaching has developed as an alternative to more traditional ways of teaching science. However, teachers find it complicated to use inquiry-based teaching. This makes giving future teachers experiences with and insight into inquiry-based teaching important. In this study we have examined a group of Norwegian teacher-students' knowledge of inquiry-based teaching and their reflections after participating as pupils for one day in an inquiry-based learning sequence. The results show that modelling by teacher educators followed by stimulated reflections have given the students insight into central concepts of inquiry-based teaching, for example that the teaching is question-driven and the students have an active role in searching for and finding answers. Furthermore, they find inquiry-based teaching engaging and educational, and express that they will use inquiry-based teaching in the future, despite the challenges they experienced. We suggest that teacher-students should get the opportunity to experience inquiry-based learning as pupils, and get the opportunity to discuss their experiences in a learning community. We argue that this can contribute in giving them an understanding about inquiry-based teaching, and more importantly, the belief that inquiry is effective, possible, and an important part of science teaching.Utforskende arbeidsmåter har fått et økt fokus i skolen. Bruk av utforskende arbeidsmåter kan bidra til økt engasjement og interesse hos elevene, samt dybdelæring. Likevel viser det seg at begrepet utforskende arbeidsmåter blir brukt og tolket på mange ulike måter, og mange lærere finner det vanskelig å ta disse i bruk i undervisningen. Det er derfor viktig at kommende lærere får erfaringer med og innsikt i disse undervisningsformene. I denne studien har vi undersøkt åtte lærerstudenters refleksjoner rundt utforskende arbeidsmåter etter selv å ha vært i elevrollen i et utforskende undervisningsopplegg i naturfag laget for 5.-7.trinn. Resultatene viser at lærerutdanners modellering etterfulgt av tilrettelagt refleksjon gir studentene en begynnende forståelse for sentrale aspekter ved utforskende arbeidsmåter. Slik som for eksempel at det er sentralt å formulere spørsmål, og at elvene deltar aktivt i å søke etter og finne svar på disse. Lærerstudentene fant undervisningsopplegget lærerikt og engasjerende, og uttrykker at de selv vil ta i bruk undervisningsformene som lærere. Dette til tross for at de også så noen utfordringer ved disse arbeidsmåtene. Vi argumenterer for at førstehåndserfaring med utforskende arbeidsmåter gjennom elevrollen, samt diskusjon og refleksjon i et læringsfellesskap, har påvirket studentenes læreroppfatninger om utforskende arbeidsmåter. Læreroppfatninger er en av de viktigste faktorene for at lærere skal ta i bruk nye undervisningsstrategier
Hva har 20 år med nullvisjon i trafikken lært oss?
No full textNullvisjonen innenfor veitrafikk ble innført i Norge for over 20 år siden og har siden da ligget til grunn for alt trafikksikkerhetsarbeid. Visjonen bygger på tre grunnpilarer: etikk, kunnskap og delt ansvar. Introduksjonen av nullvisjon førte til et viktig skifte i arbeidet med trafikksikkerhet og har bidratt til at det har blitt mer systematisk, helhetlig og målrettet med fokus på effektive, kunnskapsbaserte tiltak. Samlet sett, har trafikksikkerhetsarbeidet siden nullvisjonen ble vedtatt, bidratt til en betydelig nedgang i antall drepte og hardt skadde. Antall drepte er redusert med nær 70 % og hardt skadde med nær 50 %. I denne perioden har vi etablert og erfart viktige suksesskriterier og læringspunkter om hvordan vi skal jobbe med vår nullvisjon. Nullvisjon kan overføres til andre områder enn trafikksikkerhet, men hvert område må finne hvordan den skal operasjonaliseres og implementeres innen deres område
Erfaringer med nullvisjon fra staten New York
No full textDe siste årene har rammeverket Zero Suicide vært implementert på en rekke institusjoner i det nordøstlige USA. Resultatene tyder på at antallet selvmordsforsøk går ned
Känslor och estetik i förskolans naturvetenskap: Emotions and aesthetics in preschool science
No full textThe significance of aesthetic experiences, including things perceived as beautiful or pleasant, but also ugly or unpleasant, has been studied in relation to children’s interest and learning in science. The purpose of the present study is to contribute to the development of knowledge about how aesthetics and exploratory approaches are used in preschool teaching in science. Based on this, we wanted to examine the possibility that a focus on aesthetic experiences and experiences based on living organisms or natural objects could be considered and used as a subject didactic model in activities with scientific content. The article is based on an analysis of interactive logbooks from a collaborative project between preschool and university. Our results show that aesthetic experiences and expressions appear as constantly present and in constant change and development in the preschool’s activities, and that this is driven by the children’s and educators’ curiosity and creativity in close interaction. Our conclusion is that a subject didactic model with a focus on aesthetic experiences might contribute to this didactic approach being formulated, concretized and developed in preschool teaching.I den ämnesdidaktiska forskningen har betydelsen av estetiska upplevelser, som kan innefatta sådant som upplevs som vackert eller trevligt, men också fult eller otrevligt, studerats med avseende på barns intresse för naturvetenskap och för vad de lär sig och förstår. Syftet med föreliggande studie är att dels studera vad som karaktäriserar de estetiska upplevelser och erfarenheter som barnen möter i aktiviteterna på förskolan, dels att utforska om ett fokus på estetiska upplevelser skulle kunna betraktas och användas som en ämnesdidaktisk modell i aktiviteter med ett naturvetenskapligt innehåll. Artikeln baseras på analys av interaktiva loggböcker som använts i ett samverkansprojekt mellan förskola, skola och universitet. Vår slutsats är att de olika uttryck för estetiska erfarenheter och upplevelser som framträder, är ständigt närvarande i förskolans verksamhet, har en hög grad av komplexitet och är i ständig förändring och utveckling och att detta drivs av barnens och pedagogernas nyfikenhet och kreativitet i nära samspel. Slutligen presenteras en tentativ ämnesdidaktisk modell för lek och skapande i aktiviteter på förskolan med fokus på känslor och estetik.
 
Zagaku: An Auto-ethnographic Account
No full textThe majority of this article consists of an unadulterated piece of auto-ethnographic writing depicting a key experience from my anthropological fieldwork. For my PhD research on Japanese policing, I spent two years living in Tokyo and training at the Yoshinkan Aikido Honbu Dojo together with groups of Japanese police officers. This particular dojo has a program called the Senshusei course where Tokyo police officers take part in a nine-month full-time training period that will bring them up to first class black belt instructor level. Alongside the aikido training, the senshusei have other duties such as being responsible for cleaning the entire building, maintaining a training diary, writing weekly essays, and helping at dojo functions. This course removes them from their policing duties for the duration of the training, yet they remain on salary. The Japanese police are encouraged to train in either aikido, judo, or kendo, as well as required firearm practice, as a part of their job. The senshusei course enrols a maximum of ten officers each year, and is just one of many training options available to them for their professional development. From interviews conducted I discovered that, despite being known amongst the Tokyo police for the intensity of the training, completion of senshusei does not necessarily bestow greater importance, respect, or professional status onto those who do it, and most of the officers I trained with signed up simply due to a personal interest in martial arts. A couple of the police told me that judo and kendo have a larger following, so there is apparently less competition if you choose aikido. After completing the course, they are expected to act as instructors to the other officers in their area units (though this is largely dependent on whether anyone is interested). Alongside this, there is a course that civilians can enrol in, of slightly longer duration (eleven months), that trains together with the police and shares all the same duties, usually containing mostly non-Japanese nationals and is therefore known as the International Senshusei or Kokusai Senshusei course. This course has been running since 1990 and was set up due to popular demand from non-Japanese aikido practitioners, many of whom had already been travelling to Japan in order to train for some years. This course is what I undertook and completed in 2017-18. This piece of writing is a first-hand description of one of the aspects of that training, called zagaku: meaning ‘seated learning,’ once a week all senshusei had to spend one full 90-minute training session in seiza, the traditional kneeling position. This practice was derived from the era when Shioda Gozo-sensei (the founder of Yoshinkan Aikido) was still alive and leading the dojo in the late 1990s; it was for all the senseis to attend and reflect on their progress and techniques. This session would usually last around 45mins, during which time everyone had to pay attention to the discussion despite the pain they were in, as Shioda-sensei could call on anyone to contribute at any time. This was a method of training the mind as well as the body, to be able to maintain concentration whilst in significant pain and stress, similar to the meditative practice of zazen performed by Buddhist monks. Ueda-sensei, who had attended these sessions when a young man and was head of the dojo whilst I was there, had been greatly influenced by this practice and decided to implement it for the senshusei course. This decision appeared to be something of a whim, as he had only begun using the practice three years earlier, despite having been in charge of the course for a lot longer (the next year, when a different sensei took over management of the police training, the practice of zagaku was dropped). This experience was incredibly painful and hated by both the police and the international senshusei, yet we all submitted ourselves to its torture at the same time every week. Describing this training to Japanese friends outside of the dojo, they would look at me with horrified disbelief just thinking about how painful it would be, and that was the point; the pain and discomfort were a crucial element of zagaku. Even the senseis felt it despite their decades of practice.
This auto-ethnographic piece will form the opening chapter of my PhD thesis, from which starting point I will go on to examine the key themes of pain, discipline, consent, embodied experience, auto-ethnography, methods of learning, behaviours of respect, non-violence, power, and social responsibility within the context of Japan. However, I have made the decision to leave theory out of this article, as the main purpose is for the reader to be given an uninterrupted, embodied taste of the experience as it was lived. There are many academics from various disciplines writing about the theory of pain, but it remains an elusive experience that is rarely described for its own sake. The medical profession still struggles to create methods that patients can use to accurately communicate the intensity and form of their pain, as language is decidedly lacking for such things, so I wanted to use this longer piece as an attempt to communicate what usually remains incommunicable. The anthropology of martial arts is acquiring a strong collection of ethnographies, but descriptions of the embodied experiential elements of training are often cut short to prioritise theoretical analysis. It is an area where the ethnographer often uses their own body as a source of data; training, learning, and getting injured becoming a crucial part of the research methodology. Watching from the side-lines would not have allowed me any insight into the experience of zagaku; the fact that I did experience it, as a researcher, has enabled me to write about it. In order to avoid interrupting my auto-ethnographic description with sections of theory and citations, I have included a further reading list at the end of this piece; a list of books and articles that explore key themes from my research, that readers might find relevant
The Ikhwān al-Ṣafāʾ on Animals: A focus on the non-narrative part of Epistle 22
No full textThe epistle on animals by the Ikhwān al-Ṣafāʾ has never ceased to exert a kind of fascination, but the attention of its readers, ancient and modern alike, has hitherto been focused almost exclusively on the fable which it contains and which occupies the greater part of the treatise. In this study, we shall primarily consider the other, non-narrative part of the epistle, sometimes referred to nowadays as a mere ‘prologue’ to the fable although it is in reality a genuine essay on animal biology in the wake of the Greek, especially Aristotelian, tradition. I shall argue that, even if the authors are profoundly indebted to Aristotle for the theoretical framework and a good part of the content, this part of the epistle cannot be properly understood without acknowledging at the same time the influence of the Pythagorean and Neoplatonic philosophical traditions.
Key words: Ikhwān al-Ṣafāʾ – animals – Aristotle – Neoplatonism – Pythagoreanism – hierarchy of being
Kritisk literacy i litteraturundervisningen
No full textIn this article we discuss literature education as an opportunity space for critical literacy, based on a set of principles derived from the pedagogy of Paolo Freire. These principles are highly compatible with the development of Norwegian curricula in our millennium. We start by establishing the connection between Freire’s ideas and the latest Norwegian curricular reform, Fagfornyelsen (implemented in 2020), emphasizing the concept of literacy as an important link between the two, before pursuing Freire and Macedo’s (1987) understanding of literacy as reading not only the word, but also the world. This conception of literacy implies a literacy education where the relationship between the learner and the world is the pivotal point. We interpret this relationship as an interface between the learner engaged in the world and the world presented as a problem, before turning to a case of problem oriented literature education in lower secondary school. In conclusion, we remind ourselves and educational researchers about the deep connectivity between humanist and literary theories and methodologies, and we suggest that making space for students to encounter texts presented as open-ended problems, represents a productive path towards critical literacy and, consequently, towards revitalizing literature education.I denne artikkelen diskuterer vi litteraturundervisning som mulighetsrom for kritisk literacy med utgangspunkt i noen prinsipper i Paolo Freires tenkning, som i høy grad harmonerer med utviklingen av norske læreplaner på 2000-tallet. Vi begynner med å etablere sammenhengen mellom Freire og Fagfornyelsen med begrepet literacy som viktig bindeledd, før vi forfølger Freire og Macedos forståelse av literacy som Reading the word and the world (1987). Literacy forstått på denne måten innebærer en lese- og skriveopplæring som har forholdet mellom den lærende og verden som omdreiningspunkt. Dette forholdet tolker vi som et sentralt grensesnitt mellom den lærende som engasjert i verden og verden presentert som problem, før vi vender oppmerksomheten mot en case knyttet til problemorientert litteraturundervisning i ungdomsskolen. Vi runder av med å minne om at kritisk literacy er dypt beslektet med humanistiske og norskfaglige tanketradisjoner, og at en produktiv vei til fornyelse av litteraturfaglig praksis gjennom begrepet kritisk literacy, kan være å skape rom for førstehåndserfaring med åpne faglige problemer
Kritisk tenkning – fra intensjon til praksisfortolkning: En analyse av barnetrinnslæreres forståelse av kritisk tenkning
No full textCritical thinking has gained a central position in Norwegian education through its mandated inclusion in the renewed curriculum for schools (LK20). However, the term is not clearly defined. In this article, we discuss primary school teachers’ understanding of the concept. We answer the following research questions: What perspectives on critical thinking are emphasized by primary school teachers, and how do they describe their classroom practices related to the concept? To answer the research questions, a content analysis was conducted, in which we explored how theoretical and research-based perspectives on critical thinking are present in interviews with eleven primary school teachers. The categories are attitudes, source evaluation, argumentation, multiple perspectives, connectedness, power structures, views of knowledge, and contextuality. Our findings demonstrate that most of the perspectives on critical thinking were included by the teachers when viewed collectively. However, most teachers did not expand on their content, indicating that they are familiar with some of the perspectives, but not all. Furthermore, the teachers weigh factors regarding critical thinking differently, a fact possibly attributable to their basic epistemologies and their perceptions of their own role in the classroom. Finally, our analysis implicates a need for suitable content when engaging with critical thinking with students, and that primary school teachers are in need of more knowledge about ways of facilitating critical thinking in their classrooms.Kritisk tenkning har fått økt aktualitet gjennom Kunnskapsløftet 2020 (LK20). Selv om kritisk tenkning har fått en sentral posisjon, er ikke begrepet entydig definert. Definisjonsmakten er dermed gitt til mottakerne av læreplanen, lærerne. Vi ønsker i denne artikkelen å undersøke barnetrinnslæreres forståelse av kritisk tenkning ved å svare på følgende forskningsspørsmål: Hvilke perspektiver på kritisk tenkning vektlegger barnetrinnslærere, og hvordan beskriver de arbeidet med kritisk tenkning i klasserommet? For å svare på spørsmålene gjør vi en innholdsanalyse, der vi undersøker hvordan perspektiver på kritisk tenkning hentet fra teori og forskning kommer til syne i intervjuer med elleve barnetrinnslærere. Kategoriene er holdninger, kildevurdering, argumentasjon, perspektivmangfold, sammenhengsforståelse, makt, kunnskapssyn og kontekstualisering. Funnene viser at lærerne samlet sett er oppmerksomme på de fleste perspektivene av kritisk tenkning. Den enkelte lærer går imidlertid ikke så dypt innenfor hvert av dem. Dette tyder på at de forstår noen perspektiver på kritisk tenkning, men også at de ikke er bevisst andre perspektiver. Videre har vi sett at barnetrinnlærerne har ulikt syn på hva som bør vektlegges når det kommer til kritisk tenkning, noe som handler om hvilket kunnskapssyn de legger til grunn og hvordan de ser sin egen rolle i klasserommet. Dessuten tydeliggjør analysen at man trenger et egnet innhold for å jobbe med kritisk tenkning med elever, og at barnetrinnslærere trenger mer kunnskap om mulighetene for å tilrettelegge for kritisk tenkning i klasserommet
I hvilken grad påvirker omvendt undervisning elevenes læringsutbytte i matematikk på 9. trinn sammenlignet med tradisjonell undervisning?
No full textThe mathematics knowledge of Norwegian students has received much attention in recent years due to the results in TIMSS- and PISA-examinations. Several studies indicate that flipped classroom-teaching provides increased learning outcomes in mathematics. In this study, a quasi-experiment (n = 269) was conducted to compare the learning outcomes of flipped classroom (n = 117) and traditional teaching (n = 152) over eight weeks. The students were tested in two sub-courses in mathematics for the ninth grade (1. surface area and volume and 2. similar shapes and pythagorean theorem). The students' mathematical knowledge was measured using a pretest-posttest design in two rounds where the student's post-pre difference (change) is used as the primary measure of the learning outcome. The students were further classified as high-, medium- or low-performing according to the final grade (respectively 5 and 6; 3 and 4 and 1 and 2 in the Norwegian grade system). A direct interpretation of the results suggests better learning outcomes from traditional teaching. A closer look at the data shows that the students who followed traditional teaching (especially middle- and high-performing students) started at a quite low level and consequently had more room for improvement. During the teaching period, these students improved more, but only up towards the level of the students who followed the flipped classroom. For both teaching programs the improvement was largest for the high-performing students and least for the low-performing ones. The results do not indicate that there is a detectable difference in the outcomes of the two teaching programs for the participants in this study.Matematikk-kunnskapene til norske elever har fått mye oppmerksomhet de siste årene på grunn av resultatene i TIMSS og PISA. Flere studier viser til at omvendt undervisning gir økt læringsutbytte i matematikk. I denne studien ble et kvasiekspriment (n = 269) gjennomført for å sammenligne læringsutbytte av omvendt undervisning (n = 117) og tradisjonell undervisning (n = 152) over åtte uker. Elever på niende trinn ble testet i to delemner i matematikk (1. overflate og volum og 2. formlikhet og pytagoras). Elevenes matematikk-kunnskap ble målt ved en pretest-posttestdesign i to omganger der elevens post–pre differanse (endring) er brukt som det primære målet på læringsutbyttet. Elevene ble videre klassifisert som høyt-, middels- og lavtpresterende etter standpunktkarakteren (henholdsvis 5 og 6; 3 og 4 og 1 og 2). En direkte tolkning av resultatene taler for større læringsutbytte ved tradisjonell undervisning. Et nærmere blikk på dataene viser at elevene som fulgte tradisjonell undervisning (særlig middels- og høyt-presterende elever), startet på et lavt nivå og har derfor hatt et større rom til forbedring. I løpet av undervisningsperioden har disse elevene forbedret seg mer, men bare opp mot nivået til de elevene som fulgte omvendt undervisning. For begge undervisningsoppleggene var det størst forbedringer for de høytpresterende elevene og minst for de lavtpresterende. Resultatene tyder ikke på at det er en påviselig forskjell i utbyttet av de to undervisningsoppleggene for studiens elevgruppe.
 
Critical literacy from a disciplinary perspective – examples from L1, science and social studies
No full textIn recent years, critical literacy has become more important both in research and in school practice, similar to closely related concepts such as critical thinking, critical reading and critical writing. Various subjects have thematised critical literacy in somewhat different ways. Both the world situation and the pervasive digitisation of Nordic societies have actualised citizens to take a critical stance, and various driving forces have put critical literacy on the agenda in Nordic school systems. The renewed research interest in critical approaches is reflected in educational practice and teacher education, not least through frameworks for teaching provided by curricula, educational goals and regulations.
In this introductory article to the special issue, we clarify how the critical approach differs and is highlighted in various disciplinary traditions. In the 12 articles included, critical literacy is contextualised in disciplinary genres and cultures, to which the disciplines can provide a critical approach. In this article, we inspect the development of literacy research and show how critical literacy has been understood, first in L1 education, then in science education and social science education.
We have chosen critical approach as the overall term, which in various disciplines and contexts can involve reading and writing, critical thinking or other meaning-making practices. The special issue highlights disciplinary literacy, and this article inspects the difference in concepts and practices, as well as what unites and what separates the perspectives of the various subjects.Kritisk literacy har de siste årene blitt mer sentralt både i forskningen og i skolens praksis, i likhet med nært beslektede begreper som kritisk tenking, kritisk lesing og kritisk skriving. Hvordan vi snakker om kritisk literacy er noe forskjellig i de ulike fagene. Både verdenssituasjonen og den gjennomgripende digitaliseringen av de nordiske samfunnene har aktualisert behovet for en kritisk tilnærming, og det har vært ulike drivkrefter for at kritisk literacy har blitt satt på dagsorden i de nordiske skolesystemene i de senere år. Den fornyede forskningsinteressen for kritisk tilnærming gjenspeiles i praksisfeltet og i lærerutdanningene, ikke minst gjennom de rammene for undervisning som læreplaner og forskrifter gir.
Denne introduksjonsartikkelen til temanummeret om kritisk literacy i skolens fag klargjør hva en kritisk tilnærming kan innebære innenfor ulike fagtradisjoner. I temanummerets 12 artikler ses kritisk literacy i sammenheng både med fagenes egne uttrykk og det samfunnet og med de kulturene som fagene kan gi en kritisk tilnærming til, mens her ser vi nærmere på literacy-begrepets utvikling og på hvordan kritisk literacy har vært forstått, først i språkfagene og så i naturfagene og samfunnsfagene.
Vi velger kritisk tilnærming som det overordnede begrepet, og som i ulike fag og situasjoner kan innebære både lesing og skriving, kritisk tenking eller andre praksiser. Dette temanummeret belyser fagspesifikk literacy, og i denne introduksjonsartikkelen ser vi på fagbegrepenes røtter og på hva som forener og hva som skiller de ulike fagenes perspektiver fra hverandre