University of Oslo (UiO): FRITT (E-Journals)
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Health-related quality of life (HRQoL) in children and adolescent with post-traumatic stress symptom: A comparison of 16D and condition-specific instruments
No full textThe objective of this study was to compare Health-Related Quality of Life (HRQoL) as measured by the 16D instrument with four condition-specific instruments in children and adolescents with significant post-traumatic stress disease (PTSD), to assess the validity of the 16D instrument. In addition, we test for differences in health for the PTSD population compared to a representative sample of Finnish schoolchildren. The study included 156 children and adolescents with trauma-related symptoms in Norway. The condition-specific instruments included were; Child PTDS Symptom Scale (CPSS); Mood and Feelings Questionnaire (MFQ); Screen for Child Anxiety Related Emotional Disorders (SCARED), and; Strengths and Difficulties Questionnaire (SDQ). We found that the 16D HRQoL score was significantly correlated with all condition-specific instruments (CPSS, SCARED, MFQ, and SDQ), where SCARED had the highest correlation with the 16D (-0.659, p < 0.01). Several of the corresponding items (sleep, distress, discomfort and symptoms, mental functioning, and school and hobbies) of the condition-specific instruments were correlated above the threshold (convergent validity, ρ > 0.4). Children and adolescents with symptoms of post-traumatic stress experienced a significant health loss of 0.177 compared to a representative sample of Finnish 12 to 15-years-old schoolchildren with a Cohen’s d of 1.07, and the health difference was significant for all 16 dimensions. These findings support the use of the 16D to measure health outcomes in cost-utility analysis. More studies are needed to examine the responsiveness.
Published: Online August 2020
Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete : From implicit to explicit – didactical models as tools to challenge selective traditions linked to inquiry-based science teaching
No full textThis study aims to illustrate how didactic models in science education can help in-service teachers to challenge selective traditions in a constructive way. The study was based on a teacher professional development program on inquiry-based science teaching in lower secondary school. Three didactic models were used in both lectures and group reflections to initiate reflections on different ways of interpreting the aims and content associated with inquiry-based science teaching and the consequences of these interpretations. Data was collected from a group of four teachers and consists of written documentation, recordings of group reflections and a group interview. The study shows that the three didactic models helped to make different ideas and underlying assumptions visible and that the teachers could reflect on their meaning and interpretations in a constructive way. Subsequently, the teachers could explicitly separate different ways to interpret the ideas associated with inquiry-based science teacher and make more conscious didactic choices as a result. The study shows that it can be fruitful to provide teachers with reflection tools in the form of didactic models to avoid that ideas introduced in continuing education are selectively adapted to current teaching without critical reflection.Syftet med denna studie är att illustrera hur didaktiska modeller kan bidra till att utmana selektiva traditioner på ett konstruktivt sätt i lärarfortbildningar. Studien utgår ifrån ett fortbildningsprojekt kring undersökande arbete i de naturorienterande ämnena i grundskolans senare del. Tre didaktiska modeller användes både i föreläsningar och gruppreflektioner för att initiera reflektioner kring olika sätt att tolka syften och innehåll förknippat med undersökande arbete och vilka konsekvenser olika tolkningar ger. I studien används data från en grupp med fyra lärare och består av skriftlig dokumentation, inspelningar av gruppreflektioner och en gruppintervju. Studien visar att de tre didaktiska modellerna bidrog till att synliggöra olika idéer och underliggande premisser och att lärarna kunde reflektera över innebörden och tolkningar av dessa på ett konstruktivt sätt. Lärarna kunde efterhand explicit separera på olika sätt att tolka de idéer som förknippas med undersökande arbete och göra mer medvetna didaktiska val som en följd av detta. Studien visar att det kan vara fruktbart att ge lärarna reflektionsverktyg i form av didaktiska modeller för att undvika att idéer som introduceras i fortbildningar anpassas selektivt till rådande undervisning utan kritisk reflektion
IKO gjennom 75 år
No full textInstitutt for Kristen Oppseding (IKO), i dag IKO – Kirkelig Pedagogisk Senter, ble stiftet i 1945 og fyller 75 år i 2020. I løpet av disse årene har Norge gjennomgått store endringer med virkning for statsstyre, Den norske kirke, skole og familieliv. Disse endringene har bestemt IKOs arbeid. Som institusjon har IKO reagert på dem, påvirket dem og inspirert omgivelsene til nytenkning. Denne dobbeltartikkelen retter søkelyset mot IKOs rolle som politisk og kirkelig aktør innenfor satsingsområdene skole, hjem og kirke.
The Norwegian Church Educational Centre, Institutt for Kristen Oppseding (IKO), today IKO – Kirkelig Pedagogisk Senter, celebrates its 75th anniversary this year. During the last seventy-five years Norway has experienced great changes that has affected governance, the Church of Norway, school, and family life. This transformation of society has determined IKO’s tasks. As an institution IKO has reacted to change, has effected change, and has inspired new ideas. This article examines IKO’s role as a political and church agent within the focus areas of school, home, and church.  
Mind the gap: Academic vocabulary knowledge as a predictor of English grades
No full textKnowledge of academic English vocabulary is necessary for Norwegian speaking upper secondary students for the completion of their English course and to qualify for university studies. General academic vocabulary occurs in academic texts across disciplines (for example, furthermore, research). The focus of this article is meaning-recognition knowledge of written academic English vocabulary and associations with English course grades. The academic sections from versions one and two of the Vocabulary Levels Test (VLT) (Nation, 1990; Schmitt et al., 2001) were administered to 134 Norwegian-speaking students aged 15 - 17. Participants were first-year upper secondary school students taking the final obligatory English course provided in the Norwegian educational context. On average, learners had high levels of meaning-recognition knowledge (80.93%). However, 58.21% failed to reach minimum mastery levels of 52/60 for the test, and results varied considerably (SD = 8.31). A Spearman correlation revealed significant associations between VLT scores and English course grades. Compared to students who did not reach a mastery level, the odds of receiving a higher English grade were nine times greater for students with a maximum of two mistakes on the academic section of the VLT, and four times greater for students who reached the minimum mastery level. Findings indicate a need for these learners to attain a greater understanding of academic vocabulary in English and suggest the need for a principled focus on academic vocabulary acquisition.
Keywords: academic vocabulary; academic achievement; vocabulary testing; second language learning; mastery levels
«Mind the gap» - Akademisk ordforråd som prediktor for karakterer i engelsk
SammendragKunnskap om akademiske ord er nødvendig for at norske elever i videregående skole skal kunne gjennomføre engelskfaget og for at de skal kunne kvalifisere seg til høyere utdanning. Akademiske ord omfatter ord som forekommer i vitenskapelige tekster fra ulike akademiske disipliner (for eksempel dessuten, forskning). Fokuset i denne artikkelen er forholdet mellom elevers kunnskap om skriftlige akademiske ord og karakterene deres i engelsk. 134 norsktalende elever på Vg1 studiespesialiserende mellom 15 og 17 år tok Nations (1990) VLT, den akademiske delen fra versjon en og to av Schmitt et al. (2001) reviderte test. Resultatene viser at elevene i gjennomsnitt hadde en høy VLT- poengsum (80.93%), men 58.21% ikke klarte å oppnå den laveste anbefalte poengsummen på 52/60 og det var en høy grad av variasjon i resultatene (SD = 8.31). En Spearman-korrelasjon viste signifikante forbindelser mellom resultatene fra VLT og elevenes engelskkarakterer. Sannsynligheten for å ha en høyere engelskkarakter var ni ganger større for elever med maksimum to feil på VLT- testen og fire ganger større for de som oppnådde minimumskravet på 52/60. Funnene indikerer at disse elevene har behov for å utvikle en bedre forståelse av akademiske ord, og de antyder dermed også et behov for fokus på utvikling av akademisk ordforråd i engelskundervisningen.
Nøkkelord: akademisk ordforråd, testing av vokabular, engelsk som andrespråk, språkundervisnin
The Durga Puja pop-up exhibition at the National Museum of Finland. Designing and hosting an exhibition as university educationmuseum collaboration
No full textIn autumn 2018, eight Museum Studies students from the University of Helsinki had the opportunity to put theory into practice and to gain hands-on experience making a real exhibition. The ‘Museum Content Planning’ course was a collaborative project between the National Museum of Finland and the university in which the students, together with the museum staff, built a pop-up exhibition about the Indian festival Durga Puja in only five weeks. The exhibition showed in the National Museum for two weeks, and the students were involved in most stages of the exhibition’s development. They also blogged about their learning experience. In this case study, we present our reflections on both the benefits and challenges of collaboratively creating an exhibition, which is simultaneously an accredited learning experience for university students.In autumn 2018, eight Museum Studies students from the University of Helsinki had the opportunity to put theory into practice and to gain hands-on experience making a real exhibition. The ‘Museum Content Planning’ course was a collaborative project between the National Museum of Finland and the university in which the students, together with the museum staff, built a pop-up exhibition about the Indian festival Durga Puja in only five weeks. The exhibition showed in the National Museum for two weeks, and the students were involved in most stages of the exhibition’s development. They also blogged about their learning experience. In this case study, we present our reflections on both the benefits and challenges of collaboratively creating an exhibition, which is simultaneously an accredited learning experience for university students
Den fælles horisont : Didaktik og dannelse i religionsundervisning
No full textArtiklen kaster nyt lys over religionsdidaktikken ved at anskue fagvidenskaben, den almene didaktik og den almene dannelsesteori som ligeværdige basisfag for religionsundervisning. Artiklen forbinder modeller for dannelsesteoretisk didaktik og udvikling af religiøs myndighed (Klafki, Nielsen, Skovmand og Andersen & Sigurdsson). Modellernes brug eksemplificeres ved hjælp af Lignelsen om arbejderne i vingården. Den didaktiske og dannelsesteoretiske bearbejdning af teksten viser, hvordan tilgange til tekster transformeres, når de gøres til genstand for undervisning og ud fra en pædagogisk normativitet og en almen didaktisk begrundelsessystematik. Artiklen konkluderer, at religionsundervisningen skal repræsentere viden i en didaktisk reflekteret og omsat form og samtidig være pluralistisk, idet den underlægges et alment dannelsesformål om myndighed.Nøkkelord: religionsdidaktik, almen didaktik, almen dannelse, lignelse, religiøs myndighedAbstract: This article sheds light on the didactics of religion by regarding the professional science, general didactics and theory of Bildung as equally important for RE. The article connects two didactic models based on theories of Bildung and the concept of educating towards religious authoritativeness (Klafki, Nielsen, Skovmand and Andersen & Sigurdsson). The models are exemplified through the parable of the workers in the vineyard. The analysis of the parable demonstrates how the approach to a religious text is transformed, when it is made an item for teaching and thus subjected to a pedagogical normativity and the logics of general didactics. The conclusion is that RE must represent knowledge in a form that is didactically anchored and simultaneously pluralistic, as it is subjected to the general goal of educating towards authoritativeness.
Keywords: didactics, didactics of religion, Bildung, parable, religious authoritativenes
Hvordan har metallgjenstander funnet veien til pløyelaget? Resultater fra et metodisk prøveprosjekt på Storhov i Elverum
No full textDue to increasing hobby metal detecting, archaeological museums receive thousands of finds each year. To improveour understanding of their depositing history and possible connection to structures beneath the plough-zone, theDirectorate for Cultural Heritage selected the find-rich field at Storhov in Elverum for a pilot study. This article presentsan outline of the results from the three-part methodological survey at Storhov; comparing and assessing metaldetecting finds, results from archaeological excavation, and interpretations from GPR survey on the site.In light of these results, the article discusses how the metal detecting finds ended up in the ploughsoil. Based on types,dates and distribution of finds and structures, we conclude that most of the finds – ornaments, tools, and small itemscarried in a belt or in a pouch – were distributed through manuring or lost while working in the field. Thus, whensystematic metal detecting on a site predominantly produces such finds, it is a suitable method to bring forth informationon cultivation in the Iron and Middle Ages. The results also suggest that in sites where such metal finds dominate, thereis potential for finding remains from settlements and graves, either on the site or nearby. However, such finds cannot beregarded as a reliable guidance to the precise location of such structures – if at all preserved. We regard our analysisand tentative conclusions as a step towards developing a methodological package and a set of assessment criteria forheritage management of the metal rich sites and research on the finds.Due to increasing hobby metal detecting, archaeological museums receive thousands of finds each year. To improveour understanding of their depositing history and possible connection to structures beneath the plough-zone, theDirectorate for Cultural Heritage selected the find-rich field at Storhov in Elverum for a pilot study. This article presentsan outline of the results from the three-part methodological survey at Storhov; comparing and assessing metaldetecting finds, results from archaeological excavation, and interpretations from GPR survey on the site.In light of these results, the article discusses how the metal detecting finds ended up in the ploughsoil. Based on types,dates and distribution of finds and structures, we conclude that most of the finds – ornaments, tools, and small itemscarried in a belt or in a pouch – were distributed through manuring or lost while working in the field. Thus, whensystematic metal detecting on a site predominantly produces such finds, it is a suitable method to bring forth informationon cultivation in the Iron and Middle Ages. The results also suggest that in sites where such metal finds dominate, thereis potential for finding remains from settlements and graves, either on the site or nearby. However, such finds cannot beregarded as a reliable guidance to the precise location of such structures – if at all preserved. We regard our analysisand tentative conclusions as a step towards developing a methodological package and a set of assessment criteria forheritage management of the metal rich sites and research on the finds
Håkon Håkonssons Mjøskastell - betraktninger om istandsetting av en autentisk middelalderruin
No full textRappor
Konstruktiv religionskritik och religionsundervisning
No full textReligionskunskap är ett av svensk skolas äldsta ämnen och sedan 1960-talet icke-konfessionellt. Undervisningen ska både leda till ökad förståelse för religioner och livsåskådningar och träna den kritiska förmågan hos eleverna enligt styrdokumenten. Med religionsdidaktikern Peta Goldburgs ord ska undervisningen bidra till ökad kritisk religionslitteracitet. Kritiska diskussioner om religion är vardagsmat i den samhälleliga debatten, men hur ser det ut i skolan och religionsundervisningen? Får religioner och livsåskådningar kritiseras eller läggs locket på? Syftet med artikeln är att diskutera hur konstruktiv religionskritik behandlas i religionskunskapsklassrum på högstadiet och gymnasiet. Detta görs utifrån intervjuer med religionslärare och observationer i religionskunskapsklassrum. Resultaten visar att religionslärare står mitt i ett professionellt dilemma då de måste hantera religionskritik på flera nivåer, kritik som delvis står i konflikt med varandra. För det första en allmän samhällelig kritik mot religion som också märks i klassrummen. Denna kritik är ofta nedsättande och innehåller fördomar, och kallas här sekularistisk kritik. För det andra problematiska sidor av religioner och livsåskådningar, det vill säga tolkningar och bruk som strider mot demokratiska värderingar och skolans värdegrund. Sammanfattningsvis visar resultaten att många lärare ägnar mycket tid till att nyansera fördomar och stereotypa föreställningar om religion, medan problematiska tolkningar och bruk i relation till religion får betydligt mindre utrymme. För att elever ska utveckla sin självständiga, kritiska förmåga behöver religionsundervisningen i större utsträckning lyfta kritiska perspektiv på religion. Eftersom klassrummet är en av få arenor där elever möts över religions- och livsåskådningsgränser, erbjuder det en unik möjlighet till reflektion och dialog kring utmanande frågor.
Nyckelord: religionsundervisning, religionslitteracitet, konstruktiv religionskritik, sekularistisk kritik, problematiska sidor av religioner, didaktiska strategier
Constructive critique in RE classrooms
Abstract
Religious education (RE) is one of the Swedish school's oldest subjects, and has been non-denominational since the 1960s. According to the steering documents, important goals in RE are to increase pupils’ understanding of religions and worldviews, and to strengthen their critical ability. In other words, teaching should contribute to an increased critical religious literacy. In the public debate critical discussions about religion are common, but what does it look like in school? May religion be criticized? The purpose of the article is to discuss how constructive critique of religion is treated in RE in secondary and upper secondary school. This is done through qualitative interviews with religion teachers and observations in classrooms. The results show that RE teachers are in the middle of a professional dilemma as they have to deal with critique of religion on several levels. First, a secularist critique, often derogatory and prejudicial. Second, problematic aspects of religions and worldviews, that is, interpretations and practices contrary to democratic values and the school's values. In summary, the results show that many teachers spend a lot of time nuancing prejudices and stereotypical notions of religion, while problematic aspects in relation to religion are given much less space. In order for students to develop their critical religious literacy, religious education needs to raise problematic aspects of religion to a greater extent. As the classroom is one of the few arenas where students meet across religious and philosophical boundaries, it offers a unique opportunity for reflection and dialogue about challenging topics.
Keywords: religious education, religious literacy, constructive critique of religions, secularist critique, problematic aspects of religions, didactical strategie
La creatividad poética en Japón: sin límites de edad : Algunas dificultades traductológicas
No full textEn este trabajo se muestra la vigencia en Japón de la creatividad poética del haiku, ejercida por poetas de todas las condiciones y edades. Asimismo, se abordan algunas de las dificultades que entraña su traducción al español y se constata que la cuestión formal tiene un peso mucho menor del que se podría esperar.This paper shows the validity in Japan of the poetic creativity of haiku, cultivated by poets of all conditions and ages. It also addresses some of the difficulties involved in its translation into Spanish and it is found that the formal issue has a much lower weight than might be expected