University of Oslo (UiO): FRITT (E-Journals)
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Modeller i kjemiundervisning - et eksempel på hvordan de kan bidra til læring og feillæring: Models in chemistry education- an example of how they can contribute to learning and mislearning
No full textVi diskuterer bruken av analogimodeller i naturfagundervisning og bruker eksempler fra en nettbasert læringsressurs. Vi har gjennomført et undervisningsopplegg for en gruppe elever på 7. trinn og en gruppe naturfagstudenter, der hovedtemaet er bruken av modeller i kjemiundervisning. Vi har først og fremst studert effekten av en analogimodell (viftemodellen) som skal fremme forståelse for molekylegenskaper, og modellen er brukt i forbindelse med et elevforsøk om papirkromatografi. Våre resultater indikerer at analogimodeller kan vere nyttige læringsverktøy for å fremme forståelse av abstrakte begreper og fenomener som ikke kan observeres direkte, men at modeller samtidig kan bidra til misforståelser blant elever dersom de ikke brukes på en god nok måte. Disse funnene stemmer overens med andre studier. Respondentenes kunnskaper om molekylegenskaper ser ut til å øke etter deltagelsen i undervisningsopplegget, men begge respondentgruppene viser til feil molekylegenskaper når de skal forklare papirkromatografiforsøket. Transkriberte samtaler og modeller som respondentene selv har laget indikerer at disse misforståelsene har blitt forsterket av analogimodellen som de arbeidet med i undervisningsopplegget. Basert på funnene i studien vår gir vi noen råd for hvordan man kan arbeide med analogimodeller i undervisningen. We discuss the use of analogical models in science education using examples from online learning resources. We have conducted a teaching program for a group of 7th grade pupils and a group of science teacher students, and the main theme of this program is the use of models in chemistry. Specifically, we study the effect of an analogical model that is designed to promote understanding of the properties of molecules, related to a paper chromatography experiment. Our research indicates that analogical models can be a useful tool to convey understanding of abstract concepts and non-visible phenomena, but they hold serious pitfalls that can lead to misunderstandings amongst students if not used in a proper manner. These findings are in line with other studies. Our data indicate that respondents` knowledge about molecular properties may have increased after participating in this teaching program. However, both groups of respondents consistently used wrong properties to explain the paper chromatography experiment. Conversation transcripts and respondents` models indicate that these misconceptions are enhanced by the analogical model they were given to work with during the teaching program. Based on our findings, we give some advice for how to best present analogies in the classroom
Smith, Jason E. 2020. Smart Machines and Service Work. Automation in an Age of Stagnation. London: Reaktion Books.
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Museumverse. A New Typology for User Positioning in Museum Dissemination
No full textThis article presents a new typology for user positioning in museum dissemination. First, I develop a framework for the typology by identifying relevant, central dimensions and variables within the area of user positioning in museum dissemination. Next, the individual types within the typology is studied and representative cases for each type described. Finally, the conclusion points to different uses and consequences of the typology.This article presents a new typology for user positioning in museum dissemination. First, I develop a framework for the typology by identifying relevant, central dimensions and variables within the area of user positioning in museum dissemination. Next, the individual types within the typology is studied and representative cases for each type described. Finally, the conclusion points to different uses and consequences of the typology
Father Figures: ...in Tunisia: “Weldek fi darek!” The return of the Supreme Combatant
No full textAn array of Tunisian lifeworlds in 2016.
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ARRAYS: ʔAlsh | Apartment Wanted | ʿAshwāʾiyyāt | Baby Milk | Celebrities | Clash | Commemoration / Memorial Days | Conversions | Court Trials | Crowdfunding | Dancing | Disappearances | Disasters | Dollar Crisis | Downtown/Centre-ville | Dual Identities / Masking | Éveil d’une nation / Ṣaḥwat umma | Father Figures (EG) | Football | Garbage | Gated Communities / Compounds | Hashish | High School Exams | The Honourable Citizen | In Islam, … | Kamīn | Language | LGBT | Manīsh msāmiḥ | Migration | Mobile Phones | The Policeman Criminal | Pop Music | Prison | Psychiatrists | Public Hearings | Red Sea Islands | Self-help | Social Media | Suicide | The Suspect Foreigner | Tourist Resorts | Tricking the System / Tricked by the System | Tuk-tuk | Uber | Valentine’s Day | The Voice from Above | Zaḥma
CODES: Affluence vs. Destitution | Beautiful vs. Ugly | Center vs. Periphery | Freedom vs. Constraint | Hope vs. Hell | Inferiority vs. Superiority | Male vs. Female | Normality vs. Heroism | Past vs. Present | Security vs. Fear | “The System” vs. “The People” | True vs. False | Voice vs. Silence | Young vs. Settled
CODES COLLAPSED: Hope = Hell (Dystopia) | Inferiority = Superiority (Satire) | Normality = Heroism (Surviving) | Present = Past (Stuck) | Security = Fear (Police State) | True = False (Life in Limbo
Tourist Resorts: An array of Egyptian and Tunisian lifeworlds in 2016
No full textAn array of Egyptian and Tunisian lifeworlds in 2016.
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ARRAYS: ʔAlsh | Apartment Wanted | ʿAshwāʾiyyāt | Baby Milk | Celebrities | Clash | Commemoration / Memorial Days | Conversions | Court Trials | Crowdfunding | Dancing | Disappearances | Disasters | Dollar Crisis | Downtown/Centre-ville | Dual Identities / Masking | Éveil d’une nation / Ṣaḥwat umma | Father Figures | Football | Garbage | Gated Communities / Compounds | Hashish | High School Exams | The Honourable Citizen | In Islam, … | Kamīn | Language | LGBT | Manīsh msāmiḥ | Migration | Mobile Phones | The Policeman Criminal | Pop Music | Prison | Psychiatrists | Public Hearings | Red Sea Islands | Self-help | Social Media | Suicide | The Suspect Foreigner | Tourist Resorts | Tricking the System / Tricked by the System | Tuk-tuk | Uber | Valentine’s Day | The Voice from Above | Zaḥma
CODES: Affluence vs. Destitution | Beautiful vs. Ugly | Center vs. Periphery | Freedom vs. Constraint | Hope vs. Hell | Inferiority vs. Superiority | Male vs. Female | Normality vs. Heroism | Past vs. Present | Security vs. Fear | “The System” vs. “The People” | True vs. False | Voice vs. Silence | Young vs. Settled
CODES COLLAPSED: Hope = Hell (Dystopia) | Inferiority = Superiority (Satire) | Normality = Heroism (Surviving) | Present = Past (Stuck) | Security = Fear (Police State) | True = False (Life in Limbo
Male vs. Female: A code of Egyptian and Tunisian lifeworlds in 2016
No full textA cluster of arrays “provid[ing] principles of order within the unstructured simultaneity of everyday-worlds”* in Egypt and Tunisia in 2016, forming part of the two countries’ “culture” during the In 2016 project’s target year.
*H. U. Gumbrecht, In 1926: Living at the Edge of Time (1997), 443.
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ARRAYS: ʔAlsh | Apartment Wanted | ʿAshwāʾiyyāt | Baby Milk | Celebrities | Clash | Commemoration / Memorial Days | Conversions | Court Trials | Crowdfunding | Dancing | Disappearances | Disasters | Dollar Crisis | Downtown/Centre-ville | Dual Identities / Masking | Éveil d’une nation / Ṣaḥwat umma | Father Figures | Football | Garbage | Gated Communities / Compounds | Hashish | High School Exams | The Honourable Citizen | In Islam, … | Kamīn | Language | LGBT | Manīsh msāmiḥ | Migration | Mobile Phones | The Policeman Criminal | Pop Music | Prison | Psychiatrists | Public Hearings | Red Sea Islands | Self-help | Social Media | Suicide | The Suspect Foreigner | Tourist Resorts | Tricking the System / Tricked by the System | Tuk-tuk | Uber | Valentine’s Day | The Voice from Above | Zaḥma
CODES: Affluence vs. Destitution | Beautiful vs. Ugly | Center vs. Periphery | Freedom vs. Constraint | Hope vs. Hell | Inferiority vs. Superiority | Normality vs. Heroism | Past vs. Present | Security vs. Fear | “The System” vs. “The People” | True vs. False | Voice vs. Silence | Young vs. Settled
CODES COLLAPSED: Hope = Hell (Dystopia) | Inferiority = Superiority (Satire) | Normality = Heroism (Surviving) | Present = Past (Stuck) | Security = Fear (Police State) | True = False (Life in Limbo
True vs. False: A code of Egyptian and Tunisian lifeworlds in 2016
No full textA cluster of arrays “provid[ing] principles of order within the unstructured simultaneity of everyday-worlds”* in Egypt and Tunisia in 2016, forming part of the two countries’ “culture” during the In 2016 project’s target year.
*H. U. Gumbrecht, In 1926: Living at the Edge of Time (1997), 443.
GO TO
ARRAYS: ʔAlsh | Apartment Wanted | ʿAshwāʾiyyāt | Baby Milk | Celebrities | Clash | Commemoration / Memorial Days | Conversions | Court Trials | Crowdfunding | Dancing | Disappearances | Disasters | Dollar Crisis | Downtown/Centre-ville | Dual Identities / Masking | Éveil d’une nation / Ṣaḥwat umma | Father Figures | Football | Garbage | Gated Communities / Compounds | Hashish | High School Exams | The Honourable Citizen | In Islam, … | Kamīn | Language | LGBT | Manīsh msāmiḥ | Migration | Mobile Phones | The Policeman Criminal | Pop Music | Prison | Psychiatrists | Public Hearings | Red Sea Islands | Self-help | Social Media | Suicide | The Suspect Foreigner | Tourist Resorts | Tricking the System / Tricked by the System | Tuk-tuk | Uber | Valentine’s Day | The Voice from Above | Zaḥma
CODES: Affluence vs. Destitution | Beautiful vs. Ugly | Center vs. Periphery | Freedom vs. Constraint | Hope vs. Hell | Inferiority vs. Superiority | Male vs. Female | Normality vs. Heroism | Past vs. Present | Security vs. Fear | “The System” vs. “The People” | Voice vs. Silence | Young vs. Settled
CODES COLLAPSED: Hope = Hell (Dystopia) | Inferiority = Superiority (Satire) | Normality = Heroism (Surviving) | Present = Past (Stuck) | Security = Fear (Police State) | True = False (Life in Limbo
Normality = Heroism (Surviving): A collapsed code of Egyptian and Tunisian lifeworlds in 2016
No full textA collapsed code of Egyptian and Tunisian lifeworlds in 2016.
GO TO
ARRAYS: ʔAlsh | Apartment Wanted | ʿAshwāʾiyyāt | Baby Milk | Celebrities | Clash | Commemoration / Memorial Days | Conversions | Court Trials | Crowdfunding | Dancing | Disappearances | Disasters | Dollar Crisis | Downtown/Centre-ville | Dual Identities / Masking | Éveil d’une nation / Ṣaḥwat umma | Father Figures | Football | Garbage | Gated Communities / Compounds | Hashish | High School Exams | The Honourable Citizen | In Islam, … | Kamīn | Language | LGBT | Manīsh msāmiḥ | Migration | Mobile Phones | The Policeman Criminal | Pop Music | Prison | Psychiatrists | Public Hearings | Red Sea Islands | Self-help | Social Media | Suicide | The Suspect Foreigner | Tourist Resorts | Tricking the System / Tricked by the System | Tuk-tuk | Uber | Valentine’s Day | The Voice from Above | Zaḥma
CODES: Affluence vs. Destitution | Beautiful vs. Ugly | Center vs. Periphery | Freedom vs. Constraint | Hope vs. Hell | Inferiority vs. Superiority | Male vs. Female | Normality vs. Heroism | Past vs. Present | Security vs. Fear | “The System” vs. “The People” | True vs. False | Voice vs. Silence | Young vs. Settled
CODES COLLAPSED: Hope = Hell (Dystopia) | Inferiority = Superiority (Satire) | Present = Past (Stuck) | Security = Fear (Police State) | True = False (Life in Limbo
Jødisk mangfold i norske KRLE-lærebøker?
No full textI hvilken grad kommer mangfoldet innen jødedommen til uttrykk i norske lærebøker i KRLE? Artikkelen undersøker framstillingen av jøder og jødedom i tre mye brukte læreverk for grunnskolens ungdomstrinn, med utgangspunkt i spørsmålet om representasjon, slik det er definert i Robert Jacksons fortolkende tilnærming til religionsundervisning. Selv om indre mangfold i noen grad tematiseres eksplisitt i bøkene, finner vi at det særlig er bestemte grupper som får representere jødedommen i tekst og illustrasjoner. Begrepene ortosentrisme og askenormativitet brukes for å karakterisere framstillinger som gir henholdsvis ortodoks og askenasisk jødedom en hegemonisk posisjon.
Nøkkelord: jødedom, mangfold, KRLE, lærebøker, ungdomstrinnetTo what extent do Norwegian RE textbooks present internal diversities within Judaism? This article looks at the presentation of Jews and Judaism in three widely used textbooks in Norwegian lower secondary schools, with a focus on representation, as defined in Robert Jackson’s interpretive approach to RE teaching. Even though internal diversity to some extent is explicitly thematized in the books, we find that certain groups dominate representation of Judaism in the texts and illustrations. The concepts orthocentrism and ashkenormativity are utilized to characterize representations that give hegemonic positions to Orthodox and Ashkenazi Judaism.
Keywords: Judaism, diversity, RE, textbooks, lower secondary schoo