University of Oslo (UiO): FRITT (E-Journals)
Not a member yet
5281 research outputs found
Sort by
Kristne barnehager
No full textArtikkelen gir ny kunnskap om kristne barnehager som utgjør omkring 4,5 % av norske barnehager. Vi redegjør for lovgrunnlaget og undersøker blant annet ulike livssynsvedtekter og hvordan et utvalg ansatte forstår mandatet sitt, og bidrar til å gjøre verdigrunnlaget og fagområdet etikk, religion og filosofi (ERF) synlig i hverdagen og ved høytidene. En empirisk undersøkelse fra høsten 2019 og våren 2020 utgjør det viktigste empiriske materialet for artikkelen og omfattet 20 ansatte med pedagogisk ansvar i 19 barnehager i Oslo og på Agder. Ti av barnehagene var kristne. I denne artikkelen presenteres resultater fra den delen av undersøkelsen som var rettet inn mot de kristne barnehagene. Vi tegner et komplekst bilde av tradisjons- og verdiformidlingen, samtidig som vi finner mønstre. Formidlingen karakteriseres som plural. Den kristne formidlingen er metodisk sammensatt og utgjør en integrert del av barnehagehverdagen og den samlede virksomheten.
Nøkkelord: kristne barnehager, livssynsvedtekt, etikk, religion og filosofi (ERF), tradisjonsformidling, høytidsmarkeringThe article provides new knowledge about kindergartens owned by Christian organizations and institutions, which counts about 4,5 % of all Norwegian kindergartens. Legal matters are discussed, and we examine different local statutes. An empirical study carried out by us in the autumn of 2019 and the spring of 2020 where we interviewed 20 employees with pedagogical responsibility in two Norwegian counties, is the most important empirical material. 10 of the kindergartens had Christian statutes, and the article presents outcome from this part of the study. We discuss how employees in Christian kindergartens work to realize the statutes as well as a mandatory field of study in all Norwegian kindergartens, Ethics, Religion and Philosophy. The value and tradition dissemination is complex in these kindergartens, but we also discovered patterns. We introduce the concept “plural tradition dissemination” to describe them. Christian traditions are conveyed through various methods and is an integral part of everyday life and work in the Christian kindergartens in our material.
Key words: Christian kindergartens/preschools – Christian statutes – Ethics, Religion and Philosophy (as a field of study in Norwegian kindergartens) – tradition dissemination – festival markin
Store sprik : Ei gransking av modulen «RLE i PEL» i grunnskulelærarutdanninga
No full textArtikkelen presenterer resultat frå ei gransking av modulen religion, livssyn og etikk i den nye, norske femårige grunnskulelærarutdanninga frå 2017. Modulen er fastlagt i forskrifta for utdanninga og er obligatorisk for alle studentar. Undersøkinga byggjer først og fremst på materiale frå emne- og studieplanar, og viser store sprik mellom dei tolv lærarutdannings-institusjonane i den lokale implementeringa av dei nasjonale retningslinene for modulen når det gjeld organisering og innhald. Det var djupe faglege og politiske stridar kring innføringa av faget, noko som kan forklare dei skilnadene vi har i dag. Formuleringa i forskrifta om ein «integrert modul» har vore gjenstand for vide tolkingar. På bakgrunn av dei publiserte planane vurderer vi det slik at mange lærarstudentar ikkje vil få den utdanninga som forskrifta legg opp til, og at nokre institusjonar kan seiast å bryte med henne.
Nøkkelord: Femårig grunnskulelærerutdanning, lærerutdanning, lærerprofesjon, RLE, religion, livssyn og etikk, PEL-faget, mangfaldskompetanseThe article presents the result of an examination of the module on religion, secular worldviews and ethics in the new five-year elementary teacher education from 2017 in Norway. The module was established in the regulations for this education and is mandatory for all teacher students. The survey is based primarily on the material from the course and program descriptions and shows severe gaps between the twelve teacher education institutions in Norway in the local implementation of the national guidelines for the module in terms of organization and content. There were deep professional and political controversies surrounding the introduction of the subject, something that could explain the present differences. The wording in the regulations for an «integrated module» has been subject of wide interpretation. Based on published course plans, we consider that many teacher students will not receive the education promised by the regulations, and that some institutions may even violate them.
Keywords: Teacher education in Norway, religions and moral values, education theory, surve
Det blir lettare å snakke om sjølvmord på nett
No full textVegleiaren #chatsafe skal gjere det lettare å snakke om sjølvmord i sosiale media
Physics knowledge justification: an analysis framework to examine physics content knowledge
No full textArgumentation and knowledge justification have been noted as important skills to be learned in secondary
and tertiary level of education. These skills are especially crucial in teaching and learning physics
because physics knowledge is normative and has hierarchical structure. The purpose of this article is
two-fold. First, we propose a framework to analyze pre-service physics teachers’ knowledge justification.
Second, we show how this framework can be used to examine pre-service physics teachers’ knowledge
justification in the context of quantum physics. The sample consists of 68 knowledge justification schemes
on four quantum phenomena (N=17 participants who all produced four schemes). The proposed
framework discusses conceptual, relational and strategic knowledge presented in knowledge justification
schemes. The results show that analysis framework reveal significant differences between pre-service
teachers’ knowledge justification. We conclude that there is need and room for such practical tools,
which help future teachers to organize and consider their own knowledge
En humanitær gave i Guds navn
No full textSyriske flyktninger i Beirut mottar bistand i en evangelisk kirke, og det oppstår nære relasjoner mellom giver og mottaker gjennom de humanitære gavene. Hvordan kan vi forstå gaverelasjoner i religiøs diskurs
Spenner i en overgangstid. Sene småspenner i den turbulente overgangen mellom eldre og yngre jernalder
No full textTo understand the transition between the Early and the Late Scandinavian Iron Age, and the turbulent time around the year 536, we are dependent on our ability to recognize the changes in the artefacts. A chronology with well-defined criteria concerning the latest phase of the Migration Period as well as the beginning of the Merovingian Period is, therefore, required. The small square-headed brooches with spade-shaped feet is one of the types replacing cruciform brooches in the late Migration Period. Our paper discusses their typology and chronology in relation to other late types of brooches and pots as well as early Merovingian types of jewellery, aiming at a more easily accessible synthesis of a complex chronological discussion. Finally, we comment on the definition and relationship of the chronological phases on both sides of the period transition, touching upon the implications for the social changes and the bearers of the brooches.  
Out of the Ordinary: Monsters as Extreme Cases among the Bugkalot and Beyond
No full textThis article challenges the tendency, both academic and popular, to assign ‘monsters’ the status of the radical Other: of that which we are not. This widespread inclination to understand monsters as agencies breaking into the ordinary ignores what I propose to call the ‘radical sameness’ of monsters: that is, the multiple ways in which monsters appear to embody the features of what people or society could, potentially, become. To develop this argument the article takes its point of departure in ethnographic research carried out among the Bugkalot of Northern Luzon. Exploring the quasi-mythical character known as the mansasadile, I argue that this figure exposes the potential dangers of individuality and current social change; with the growth of paid labour in the farming industry, the possibility is emerging that the young men will detach themselves from their families. The mansasadile shows the situation whereby the monstrous, rather than being the ‘radical other’ that intrudes into the everyday, is the monstrous that erupts out ‘out of the ordinary’
Konstrukt, generalisering og held ved mundtlige eksaminer i gymnasiet
No full textDanske gymnasieelever bliver – ligesom norske – eksamineret ved mundtlig præsentation og samtale om et udtrukket emne af deres lærer og en censor fra et andet gymnasium. Disse eksaminer undersøges ikke systematisk, og der forskes ikke i dem. Det samlede eksamensresultat er high-stakes og får konsekvenser for elevens fremtidige uddannelsesmuligheder. Artiklen undersøger centrale danske styredokumenter, der regulerer mundtlige danske eksaminer i gymnasiet ved at lægge et teoretisk blik hentet fra international anerkendt assessmentteori: Hvad intenderer eksamen at måle? Assessmentteoretiske begreber defineret af Standards for Educational and Psychological testing og Michael T. Kanes argumentationsbaserede tilgang til validitet bruges til at søge efter et konstrukt og slutninger i eksamenssystemet. Data er lovdokumententer samt læreplan og vejledning i historiefaget som eksempel i det almene gymnasium med et almendannende og studieforberedende formål. Dermed er artiklen et tillæg til Acta Didactica Norges temanummer vol. 12 nr. 4 om Test og eksamen i Sverige og Norge. Studiet finder, at konstruktet er vanskeligt at identificere. Antagelser om mundtlige eksaminer er ikke ekspliciterede i dokumenterne, og slutninger må analyseres frem. Eleven eksamineres i et dobbelt udtræk- eller samplingssystem: Eksamensfaget udtrækkes og emnet inden for disciplinen udtrækkes. Der etableres dermed en antagelse om vidtgående generaliseringsmulighed af testresultatet på tværs af fag. Det diskuteres om assessmentteori egner sig til diskussion af traditionsrige danske mundtlige eksaminer.
Nøkkelord: mundtlig eksamen, assessment, konstrukt, gymnasiet, Danmark
Construct, Generalization and Luck in Danish Oral Examinations in Upper Secondary School
AbstractDanish and Norwegian upper secondary school students are assessed on their presentation and discussion of a sampled topic by their teacher (the examiner) and a teacher from another school (external examiner). These oral exams are not investigated systematically even though they are high stakes tests with considerable consequences for the students’ potential choice of further education. The article investigates the construct of the oral exam: What are oral exams intended to assess? Data are key law documents, the curriculum and the instructions given for the subject of History as an example. The documents are read with assessment theory as defined in the Standards for Educational and Psychological Testing and Michael T. Kane’s argument-based approach to validity. The study finds that the construct is difficult to identify. No explicit arguments or inferences are found in the documents read, and inferences must be interpreted between the lines. Each student is assessed in a double sampling system: The subject is sampled, and the theme of the exam is sampled within the subject. The article shows a system built with inferences of extensive generalization from one score interpretation to potential other performances across the curricula. It is discussed whether assessment theory is adequate for the Danish educational traditions.
Keywords: oral exam, assessment, construct, upper secondary school, Denmar
Christian Emperors and Legacy of Imperial Art
No full textIn the context of Imperial Art as Christian Art, a question of special interest is how Christian emperors handled the imperial legacy of their pagan predecessors. That the tradition of the saecula aurea was important at least for the first Christian emperor is shown by the Arch of Constantine. The extensive use of spolia became one of the characteristics of the architecture of Constantine and his followers. But this handling of the past is also a sign of its fragmentation and selection, and mirrors in some way the emperor’s policy: on the one hand they tried to protect the main temples and their statues as works of art and bearers of the glorious tradition of the empire, on the other hand, they took assertive actions against paganism. A critical comparison between imperial decrees, other texts of Late Antiquity and the archeological evidence shows the different genres of the artistic legacy between destruction as relics of paganism and integration into the Christian empire