University of Oslo (UiO): FRITT (E-Journals)
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Expectations and Challenges of First-Year Biotechnology Students : The Importance of Social Relations
No full textThis paper explores the experiences of first-year biotechnology students during the first eight months of their studies. We study what the students expected to be challenging when entering the programme, and what they eventually experienced as challenging as they progressed further into the programme. Building on qualitative data (video-diaries, interviews and open-ended survey responses), we analyse the dimensions of challenges, the congruence and the students’ sense of belonging. We find that students were mainly challenged by the organisational dimension (lack of clarity in goals and course organisation). The social relations to peers were pivotal for the students as learning support when managing the challenges and decoding expectations, but also for keeping up the motivation. We argue that in order to support the students’ sense of belonging and their academic achievements, the study programmes should facilitate the formation of social networks and consider the course organisation and management
Å tørre å være mer forkynnende i forkynnelsen : – prekenhendelser og undervisning i Den norske kirkes trosopplæring
No full textIn this article I explore the relationship between preaching and teaching in the Church of Norway’s Christian education. I examine how selected contributions discuss preaching and teaching, and in the discussion I argue that even though they are intertwined in Christian education, preaching and teaching are two different practices. I claim that preaching for children should be treated as preaching rather than teaching, in order not to lose sight of the theological and transformative aspects of preaching.
Keywords: homiletics, ecclesiastical teaching, Christian educationI denne artikkelen ønsker jeg å belyse forholdet mellom forkynnelse og undervisning i Den norske kirkes trosopplæring. Jeg undersøker hvordan utvalgte faglige bidrag omtaler henholdsvis forkynnelse og kirkelig undervisning. I drøftingen argumenterer jeg for at selv om forkynnelse og undervisning er sammenvevd i trosopplæringen, er det gode grunner for å behandle dem som to ulike praksiser. Jeg hevder at forkynnelse for barn heller bør behandles som forkynnelse enn som undervisning for at den ikke skal stå i fare for å bli for å miste noe av sitt teologiske og transformative aspekt.
Nøkkelord: Homiletikk, kirkelig undervisning, trosopplærin
Bærekraftig utvikling i naturfaglige og samfunnsfaglige skriveoppgaver fra grunnskolen
No full textThrough the curriculum revision in The Knowledge Promotion Reform (LK20), sustainable development has been introduced as one of three interdisciplinary themes in Norwegian primary and secondary education. Sustainability issues are demanding for the school, partly because these issues are complex, interdisciplinary challenges characterized by conflicts of interest and without simple solutions. They are linked to several intertwined dimensions of nature and society, and include professional knowledge, norms, values, emotions, and social structures.
It is not obvious what sort of role literacy should play in sustainability education, and little research has been done on how these issues are expressed in school texts. In the article, we examine how sustainability as a phenomenon is presented in 58 writing assignments from social science and natural science in primary school, and whether the writing assignments facilitate critical and exploratory writing. Based on theories on climate discourses (Leichenko & O’Brien, 2019), traditions of environmental education (Öhman, 2009) and rhetorical topos analysis (Bakken, 2006), we identify different discourses about sustainability in the material.
The analyses show that sustainability issues are constructed as fact-based knowledge problems and as normative value issues, but that complexity is underplayed. There are signs in the material of a pluralistic discourse where different considerations, perspectives and interests are made explicit, but this discourse is not fully developed. The study lays a foundation for a broad discussion on how to facilitate critical exploration and writing in primary school social science and natural science. This discussion has, among other things, relevance for teacher education.Gjennom læreplanverket Kunnskapsløftet 2020 er bærekraftig utvikling innført som ett av tre tverrfaglige temaer i norsk grunnskole og videregående opplæring. Temaet er krevende for skolen, blant annet fordi bærekraftspørsmål er komplekse, tverrfaglige utfordringer preget av interessekonflikter og uten enkle løsninger. De knyttes til en rekke sammenvevde dimensjoner og omfatter fagkunnskap, normer, verdier, følelser og sosiale strukturer.
Det er ikke gitt hvilken rolle literacy skal spille i bærekraftutdanning, og det er forsket lite på hvordan temaene uttrykkes i skoletekster. I artikkelen undersøker vi hvordan bærekraft som fenomen framstilles i 58 skriveoppgaver fra grunnskolens samfunnsfag og naturfag og hvorvidt de tilrettelegger for kritisk og utforskende skriving. Med utgangspunkt i teorier om klimadiskurser (Leichenko & O’Brien, 2019), tradisjoner for miljøundervisning (Öhman, 2009) og retorisk toposanalyse (Bakken, 2006) identifiserer vi ulike diskurser om bærekraft i materialet.
Analysene viser at bærekraft konstrueres som faktabaserte kunnskapsproblemer og som normative verdispørsmål, men at kompleksitet underspilles. Det finnes tegn i materialet til en pluralistisk diskurs hvor ulike hensyn, perspektiver og interesser gjøres eksplisitte, men diskursen realiseres ikke fullt ut. Studien danner grunnlag for en bred diskusjon om hvordan å legge til rette for kritisk utforsking og skriving i grunnskolens samfunnsfag og naturfag. Denne diskusjonen har blant annet implikasjoner for lærerutdanning
Åtråvärda samer: om reseberättelser som affektiv resurs i tidig ursprungsturism
No full textSince the booming of mass tourism, the desire for authenticity has been projected on Sámi culture. With a focus on how early indigenous tourism established Sámi culture as desirable, this article unpacks how tourists are affectively positioned through travelogues in the Swedish Tourist Association’s yearbooks 1886–1914. The article is framed as an affective discourse study, and the travelogues are investigated with respect to how encounters between tourists and Sámi people are represented in terms of actant roles, and further, how such representations afford certain affective positions to the ideal reader of the travelogues. The results show how the desire for Sámi culture constitutes a mix of emotions such as lust, attraction, disgust, and well-being. The article argues that these affective positions resonate with colonial and scientific racism ideals. Concludingly, the article calls for further affective discourse studies of how tourists and Sámi people are positioned through ambiguous and conflicting emotions within indigenous tourism.Sedan massturismens födelse har åtrån efter autentiska upplevelser projicerats på samisk kultur. Med ett fokus på hur den tidiga ursprungs-turismens sakprosagenrer etablerar det samiska som något åtråvärt att uppleva för turister, blottlägger denna artikel hur turister positioneras känslomässigt i reseberättelser från Sápmi, publicerade i Svenska Turistföreningens årsskrift 1886–1914. Artikeln ramas in som en affektiv diskursanalys och undersöker hur reseberättelserna skildrar mötet mellan turister och samer i termer av aktantroller, och hur den narrativa strukturen positionerar läsaren känslomässigt. Resultatet visar hur den föreställda turistens åtrå efter samer utgör en blandning av lust, attraktion, äckel och välbefinnande. Artikeln argumenterar att dessa affektiva positioner har sin klangbotten i koloniala och rasbiologiska ideal. Avslutningsvis uppmanar artikeln till fortsatta affektiva diskursanalyser av ursprungsturismens sakprosatexter, med ett särskilt fokus på hur turister och samer positioneras genom ambivalenta och motstridiga känslor
Fritidshemmet - en förbisedd potential i arbetet med lärande för hållbar utveckling? : School-Age Educare - a neglected potential in education for sustainable development?
No full textSchool-Age Educare is an integrated part of the Swedish compulsory school organization, focusing social relations, children's interests and play. Although included in the national school curriculum, there is a lack of knowledge of if and how School-Age Educare currently work with the mandatory task of education for sustainable development (ESD). This article thus seeks to examine the educational potentials, but also possible need for support, of School-Age Educare in relation to ESD. Through analyzing 453 teachers responses to a questionnaire with open and closed questions, we reveal that most teachers find ESD important, but also want to learn more about it. There is potential in the educational task, and pedagogical approach, supporting ESD as a transactional and pragmatic approach. The constrains contributing to ESD lies in the somewhat absent awareness among the teachers themselves, but also in the limited resources and time available of carrying out sustainability education at the centers
Leer la memoria, construir la democracia. Las crónicas sen-timentales de Manuel Vázquez Montalbán
No full textEn esta propuesta tomaremos como corpus analítico las Crónicas sentimentales de España y de la Transición, así como también el conjunto de artículos de La literatura en la construcción de la ciudad democrática, a partir de las cuales intentaremos abordar la cuestión del imaginario de la “sociedad civil” que constituye el epicentro de la llamada construcción de la democracia. En ese derrotero crítico que incluye, además, las reflexiones acerca de la ciudad, la memoria y la perspectiva del pasado como lugar o depósito de memoria, veremos que la escritura programática del ensayo mantiene íntima relación con la politicidad inherente que la encuadra. Memoria, realidad y deseo serán las tres vías de entrada para pensar estas obras en el marco del debate por las apropiaciones del pasado reciente pero también respecto de la ciudad global, lo local y lo transnacional.In this proposal we will take as an analytical corpus Crónica sentimental de España and Crónica sentimental de la transición, as well as the set of articles of La literatura en la construcción de la ciudad democrática, from which we will try to address the question of the imaginary of “civil society” which is the epicenter of the so-called construction of democracy. In this critical path that also includes reflections on the city, memory and the perspective of the past as a place or repository of memory, we will see that the programmatic writing of the essay maintains an intimate relationship with the inherent politicity that frames it. Memory, reality and desire will be the three ways of entry to think these works in the framework of the debate by the appropriations of the of the recent past but also about the global city, the local and the transnational
CLARA Review: Lafli, E. (ed), 2021: Greek, Roman, and Byzantine Bronzes from Anatolia and Neighbouring Regions
No full textThe international c ongresses Colloquia Anatolica et Aegaea Antiqua (Congressus internationales Smyrnenses) held in recent years in Izmir at the Dokuz Eylül University are an important initiative in the field of Archaeology. The tireless activity of Ergün Lafli and his collaborators has helped to create lasting links between researchers from different countries and to enhance the role of Turkish archaeology in Europe
Provenance in nineteenth-century Europe. Research practice and concept
No full textProvenance – an object’s history of ownership – is a historically contingent concept and research practice that emerged in nineteenth-century Europe. In a novel project examining the cases of Beda Dudík (Moravia/Austria), Carl Schirren (Livonia/Russia), and Franz Hipler (Warmia/East Prussia) ca. 1850–1900 I argue that, while the art market and nationalism are important, scholars representing regions with a suppressed past and present are key to understanding the relevance of provenance. Due to seventeenth-century plundering, these scholars were dependent on foreign archives and libraries when researching their regions’ history. Their publications describing provenance research are the project’s main sources. The analysis of these publications targets practices such as classification, a crucial tool as determined provenance equaled historical existence. Merging regional inferiority and transnational dependencies, diverse institutional settings, and political, religious, and scholarly ambitions, scrutinizing these cases reveals the needs and encounters that explain the rise of provenance.Provenance – an object’s history of ownership – is a historically contingent concept and research practice that emerged in nineteenth-century Europe. In a novel project examining the cases of Beda Dudík (Moravia/Austria), Carl Schirren (Livonia/Russia), and Franz Hipler (Warmia/East Prussia) ca. 1850–1900 I argue that, while the art market and nationalism are important, scholars representing regions with a suppressed past and present are key to understanding the relevance of provenance. Due to seventeenth-century plundering, these scholars were dependent on foreign archives and libraries when researching their regions’ history. Their publications describing provenance research are the project’s main sources. The analysis of these publications targets practices such as classification, a crucial tool as determined provenance equaled historical existence. Merging regional inferiority and transnational dependencies, diverse institutional settings, and political, religious, and scholarly ambitions, scrutinizing these cases reveals the needs and encounters that explain the rise of provenance
Bokmeldinger
No full textKristin Johansen Horrigmo og Kristine Toft Rosland (red.). Fagdidaktikk for SRLE: Barnehagens fagområder, kunnskapsgrunnlag og arbeidsmåter. Cappelen Damm Akademisk, 2021.
Kjartan Belseth og Geir Winje. Religioner og hverdagspluralisme i barnehagen. Cappelen Damm Akademisk, 2021.
Anmeldt av Gunnar Magnus Eidsvåg
Caroline Klintborg. Vägen är allt. En introduktion till religionspedagogik för den kristna församlingen. Argument Förlag, 2021.
Anmeldt av Asbjørn G. Håkonseth
Markus Lindholm. Nysgjerrighet. Dybdelæring i informasjonssamfunnet. Universitetsforlaget, 2021.
Anmeldt av Hallvard Håstei
Fra vitenskapelig forskning til utforsking i skolefag : Hvilke utfordringer står religionsdidaktikken overfor?
No full textDen nye læreplanen for grunnskolen legger stor vekt på utforsking i alle fag, noe som kommer til uttrykk både i fagenes kjerneelementer og i kompetansemålene. Sammenkobling av dybdelæring, utforsking og et bredt kompetansebegrep i fagfornyelsen utfordrer fagdidaktikere til å klargjøre forholdet mellom vitenskapsfag og skolefag. Artikkelen tar opp bakgrunnen for dette innenfor pedagogisk og fagdidaktisk tenkning, og diskuterer om didaktisering av vitenskapelige metoder for skolebruk kan være en vei å gå for å forbedre religionsundervisningen. Diskusjonen knytter an til to innføringsbøker for lærerstudenter, en om religionsvitenskap og en om religionsdidaktikk. Konklusjonen er at utforskende metoder gir noen spennende muligheter i religionsundervisningen, men at forholdet mellom vitenskapsfag og skolefag reiser utfordringer for religionsdidaktikken, som kaller på mer forskning og utviklingsarbeid.
Nøkkelord: Utforskende metoder, didaktisering, religionsvitenskap, dybdelæring, fagfornyelsenThe Norwegian national curriculum from 2020 emphasises explorative approaches to teaching and learning in all subjects, and this is visible in both ‘core elements’ and ‘competence aims’ in the distinct subjects. The combination of ‘in-depth learning’, ‘explorative methods’, and a broad concept of ‘competence’ begs a discussion about the relationship in between academic disciplines and school subjects. The article presents the historical background of this within educational theory and discusses what a ‘didactisation’ of scientific research methods can mean for religious education in schools. This discussion is done in conversation with two textbooks for teacher education, and the conclusion is that explorative and inquiry-based methods may lead to improvements in religious education, but also that the relationship between academic and school subject needs clarification and more research in order to improve religious education theory and practice.
Keywords: Enquiry-based methods, pedagogisation, religious studies, deep learning, curriculum refor