University of Oslo (UiO): FRITT (E-Journals)
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The Stone Age pottery from Rogaland – a study of chronology
No full textFrom the 1800’s and onwards, pottery sherds have been found at a number of Neolithic occupation sites in Rogaland County, Southwestern Norway. In this paper, pottery assemblages from nine contexts are analyzed in order to produce an interpretative chronology. Typological analysis is combined with correspondence analysis and Bayesian modelling of radiocarbon dates. The result is a coherent chronological model that accounts for variations in pottery decoration styles between the late Early Neolithic and the Late Neolithic. There is a development in decorative styles from cord and cord-stamp ornamented vessels followed by a period of pots decorated with cord-stamp, small imprints and incisions, and finally a phase with added lines, comb, and cord-stamp. However, the multi-phased nature of the sites suggests that there are still many unanswered questions. New excavations and re-analyses of older sites are necessary for a better understanding of the developments in Neolithic pottery styles. 
Viking Wars - An introduction
No full textIntroduction to Viking Special Volume 1: Viking WarsIntroduction to Viking Special Volume 1: Viking War
Hvordan fremme studentaktivitet og engasjement for læring? En designbasert studie av omvendt undervisning og videorefleksjoner i lærerutdanningen
No full textThis article explores the use of a specific pedagogical learning design, flipped classroom, in a lecture in the fifth and final year of primary and lower secondary school teacher education. The purpose of using flipped classroom was to promote student-centered learning environments by “flipping” the teaching; the students acquired a selected subject matter using various preparations at home before coming to campus and entering into active learning environments with peer students and the subject teacher. However, an established challenge with flipped classroom in higher education has admittedly been that students do not complete the preparatory activities before they attend lectures on campus. The article therefore focuses in particular on the composition of the pre-activities and with the use of video reflections as an integrating and accountable element in these activities. Through a thematic analysis of students’ evaluations of the flipped classroom and the content of the video reflections, the study shows that the students generally report greater learning outcomes and that they perceive themselves as better prepared compared with traditional, teacher-centered lectures. The opportunity for collaboration and learning from peer students is given by the participants in the study as a special advantage of flipped classroom. An overall implication of these findings may be how flipped classroom and video reflections can be used to increase students’ involvement in their own learning processes. The study also offers more specific knowledge about how video reflections can be used as a responsible and integrating part of the preparations in the flipped classroom.
Denne artikkelen utforsker bruken av et spesifikt pedagogisk læringsdesign, omvendt undervisning, i en campussamling i det femte og siste året i grunnskolelærerutdanningen. Hensikten med å ta i bruk omvendt undervisning var å fremme studentsentrerte læringsomgivelser gjennom å «snu» undervisningen; studentene tilegnet seg et utvalgt fagstoff ved hjelp av ulike forberedelser hjemme før de kom til campus hvor de inngikk i aktive læringsfellesskap med medstudenter og faglærer. En etablert utfordring med omvendt undervisning i høyere utdanning har riktignok vært at studentene ikke gjennomfører de forberedende aktivitetene før de møter til campussamling. Artikkelen legger derfor særlig vekt på sammensetningen av føraktivitetene, der bruk av videorefleksjoner har vært et integrerende og ansvarliggjørende element i studentenes forberedelser. Gjennom en tematisk analyse av innholdet i videorefleksjonene samt studentenes evalueringer av den omvendte undervisningen viser studien at studentene gjennomgående rapporterer et høyere læringsutbytte, og at de oppfatter seg som bedre forberedt, sammenlignet med tradisjonelle, lærersentrerte forelesninger. Muligheten for å samarbeide og lære av medstudenter blir av deltakerne i studien vurdert som særlige fordeler ved omvendt undervisning. En overordnet implikasjon av disse funnene kan være hvordan omvendt undervisning og videorefleksjoner kan benyttes for å øke studentenes engasjement i eget læringsarbeid. Studien bidrar i tillegg med mer spesifikk kunnskap om hvordan videorefleksjoner kan benyttes med en ansvarliggjørende og integrerende funksjon i føraktivitetene i den omvendte undervisningen
Kvasir-Instruments and Polyp Segmentation Using UNet
No full textThis paper aims to describe the methodology used to develop, fine-tune and analyze a UNet model for creating masks for two datasets: Polyp Segmentation and Instrument Segmentation, which are part of MedAI challenge. For training and validation, we have used same methodology on both tasks and finally onthe hidden testing dataset the model resulted with accuracy of 0.9721, dice score of 0.7980 for the instrumentation task, and the accuracy of 0.5646 and a dice score of 0.4100 was achieved for the Polyp Segmentation.This paper aims to describe the methodology used to develop, fine-tune and analyze a UNet model for creating masks for two datasets: Polyp Segmentation and Instrument Segmentation, which are part of MedAI challenge. For training and validation, we have used the same methodology on both tasks and finally on the hidden testing dataset the model resulted in an accuracy of 0.9721, dice score of 0.7980 for the instrumentation task, and the accuracy of 0.5646 and a dice score of 0.4100 was achieved for the Polyp Segmentation
Processing possessives in French as a foreign language: Design of an experiment
No full textThe paradigm of possessive determiners differs in systematic ways across languages and causes cognitive resolution problems in the interpretation of a foreign language. Based on previous investigations into cross-linguistic influences (CLI) in learners’ interpretation of possessive determiners, this article presents the design of an experiment for testing English, German and Norwegian adult learners of French. We specify two kinds of processing problems: a direction problem (orientation towards possessor vs. possessee) and a problem of lexical parasites (‘false friends’). The experiment is directed at learners’ spontaneous interpretation of the singular possessives "son", "sa" and "ses", on account of a partly false friendship with the possessive determiners in these learners’ first languages
On the interpretation of possessives in Czech: An experimental approach
No full textThis paper presents first findings from an offline study of Czech native speakers’ use and interpretation of reflexive and non-reflexive possessive pronouns. The study is part of a larger possessive project outlined by Fabricius-Hansen et al. (2017), leaning on the comprehension experiment presented in Pitz et al. (2017). The study encompasses questionnaire data collected from 259 informants who were tested under four different conditions on two competing pronouns: the reflexive possessive (svůj) and the 3rd person non-reflexive possessive (jeho). The results revealed that Czech native speakers show a strong uncertainty when interpreting constructions with a cataphoric non-reflexive possessive. This shows that even for native speakers, the establishment of the anaphoric and cataphoric relations under certain syntactic conditions is a challenging and highly complex task. With these results, several hypotheses are formulated in various target-source-language pairs concerning the processing of reflexive and non-reflexive possessives in L2
Hvorfor gå løs på seg selv med kniv og barberblader?
No full textJeg gjorde det i mange år, og det var meningsløst og ikke. Livet ble ikke mindre vondt eller mindre realitet av at jeg skadet meg selv,og selvfølelsen tok seg ikke opp med antall sting, for å si det sånn. Tomheten inni meg kom tilbake etter hvert som den fysiske smerten avtokog etter hvert som påfyllet omsorgen på legevakten hadde gitt meg, var brukt opp. Kort oppsummert: Jeg fikk det ikke noe bedre av å skade meg selv, sånn i den store sammenhengen, og den store sammenhengen kan være sjukt mye å skulle forholde seg til
Teaching and learning through scientific practices in the laboratory in biology education : Exploring modelling through representation construction as scientific practice
No full textThe overall aim of this thesis is to explore challenges and opportunities with teaching and learning through scientific practices in the laboratory in biology education. This thesis is based on three articles that are introduced and discussed in an extended abstract. My focus is on practice in the laboratory, and in the thesis, I have investigated practice in two different ways. First, I have investigated upper secondary biology teachers’ practices as reported in a survey and group interview (Article I). Secondly, I have analyzed undergraduate biology students’ practices through microscale analysis of their reasoning when constructing representations in the laboratory (Article II and III). The findings from Article I show that the biology teachers’ primarily report that they implement teacher-directed laboratory work with the aim of illustrating content knowledge. The findings from Article II and III shows how different representations, such as drawings and gestures, support students’ model-based reasoning. Based on these findings, I argue for the fruitfulness of a focus on modelling through representation construction as a scientific practice in the laboratory.
Formålet med denne avhandlingen er å undersøke utfordringer og muligheter ved å undervise gjennom naturvitenskapelige praksiser i laboratoriet i biologiutdanningen. Fokuset i avhandlingen er på praksis i laboratoriet, og jeg har undersøkt praksis gjennom to ulike tilnærminger. Jeg har undersøkt hvordan biologilærere som jobber i videregående skole beskriver sin egen praksis i laboratoriet slik det fremkommer i deres svar på en spørreundersøkelse og i et gruppeintervju (Artikkel I). Jeg har også analysert praksis i laboratoriet på universitetet, med fokus på hvordan bachelorstudenter lærer gjennom å lage representasjoner (Artikkel II og III). Funnene fra artikkel I viser at biologilærere primært rapporterer at de gjennomfører lærerstyrt laboratoriearbeid hvor hensikten er å illustrere fagkunnskapen. Funnene fra artikkel II og III viser hvordan ulike representasjonsformer, slik som tegninger og gester, støtter studentenes utforskning og tenkning. På bakgrunn av resultatene fra disse artiklene, argumenterer jeg for at det kan være fruktbart å fokusere på modellering ved bruk av representasjoner som en naturvitenskapelig praksis i laboratoriet
Videogame Cognitivism
No full textThe aim of this article is to examine and defend videogame cognitivism (VC). According to VC, videogames can be a source of cognitive successes (such as true beliefs, knowledge or understanding) for their players. While the possibility of videogame-based learning has been an extensive topic of discussion in the last decades, the epistemological underpinnings of these debates often remain unclear. I propose that VC is a domain-specific brand of aesthetic cognitivism, which should be carefully distinguished from other views that also insist on the cognitive or educational potential of videogames. After these clarifications, I discuss and assess different broad strategies to motivate VC: propositionalism, experientialism, and neocognitivism. These map the different ways in which videogames can prove epistemically valuable, showing them to be, respectively, sources of propositional knowledge, experiential knowledge, and understanding. I eventually argue that neocognitivism is a particularly promising and yet underexplored way to defend VC