NLA Høgskolen
Not a member yet
562 research outputs found
Sort by
Dybdelæring i KRLE-faget på ungdomstrinnet En kvalitativ studie av KRLE-læreres forståelse av begrepet dybdelæring med særlig henblikk på tilnærminger til dybdelæring i KRLE-undervisningen
Full text linkDybdelæring har de siste årene fått økt oppmerksomhet i skolen og forskning etter begrepet kom inn i LK20. Denne studien har som formål å belyse hvordan KRLE-lærere på ungdomstrinnet forstår og anvender begrepet dybdelæring i KRLE-faget. Målet med studien er å besvare problemstillingen:
«På hvilken måte forstår KRLE-lærere på ungdomstrinnet begrepet dybdelæring, med særlig henblikk på undervisningspraksis i faget?»
For å besvare prosjektets problemstilling er det benyttet kvalitativ metode, i form av semistrukturerte intervju av fem KRLE-lærere på ungdomstrinnet, 8-10. klasse. Det teoretiske rammeverket i prosjektet består av læringsteorien til Østern et al. (2019). De har en utvidet forståelse av dybdelæring og kritiserer Ludvigsen-utvalgets (NOU 2014: 7) kognitivistiske forståelse. Studiens hovedfunn viser at KRLE-lærerne i stor grad deler forståelsen vi finner i skolens styringsdokumenter, slik den særlig er inspirert av Ludvigsen-utvalgets beskrivelse av dybdelæring.
Studien kan være relevant i diskusjonen om dybdelæring og kan vise hvordan KRLE-lærere i skolen forstår dybdelæring. Den kan også gi innsikt i hvordan dybdelæring som begrep kan forstås mer generelt og gi innblikk i flere tilnærminger til dybdelæring i KRLE-undervisningen. Studien kan inspirere til undervisningspraksis i skolen og gi økt kunnskap om hvordan elever lærer kunnskap, spesielt gjennom hva som kan gi elevene dyp og varig læring
THE FRAMING OF CLIMATE CHANGE DISCOURSE ON FACEBOOK BY GREENPEACE AOTEAROA
Full text linkoai:nla.brage.unit.no:11250/3184355Whilst climate change discourse has been widely researched (Zurru, 2024), still not much is known about how Greenpeace and, in particular, its New Zealand branch Greenpeace Aotearoa (further – GA) frame their discourses on the issue of climate change. The present article introduces a qualitative study whose research aim is to gain insight into the framing of climate change discourse by GA on its official Facebook page. The results of the qualitative framing analysis have revealed that GA frames its climate change discourse on Facebook via the frames A Battle, A Threat to the Ocean, Climate Extremists, Emissions, Extreme Weather Events, Fast Track, Fossil Fuel, Industrial Animal Farming, and Renewables. The results are further discussed in the article.publishedVersio
Responsibility, Sustainability, and Threat: The Framing of Climate Change by King Charles III
Full text linkThe issue of climate change is reflective of a cornucopia of interconnected variables, which involve political, societal, as well as ethical and moral considerations associated with empathy, responsibility, sustainability, and solidarity (Sadler-Smith & Akstinaite 2022). Due to these reasons, research in climate change discourse has gained currency in the present-day linguistic and mass media studies. One of the means of exploring how corporate and political actors view the issue of global climate change involves framing, which is copiously applied in linguistic, mass media, and discourse-related research directions (Gillings & Dayrell 2024; Schlichting 2013). To-date, however, little is known about how climate change discourse is framed by the current British monarch King Charles III. This contribution presents a qualitative study that explores the way climate change discourse is framed by King Charles III. The study involves a corpus of speeches on the topic of climate change delivered by King Charles III from 2005 to 2023. The corpus was analysed qualitatively in line with the framing methodology developed by Entman (1993, 2004, 2007). The analysis revealed that climate change was framed as A 2 Degree World, Deforestation, Responsibility, Risk, Sustainability, Threat, and Urgency. The findings and their discussion are further described in the article.publishedVersio
Skolelederes utfordringer knyttet til ledelse av læreplanarbeidet på egen skole
Full text linkpublishedVersio
Skikkethetsveiledning av studenter med krenkende atferd – et moralfilosofisk blikk på samhandling
Full text linkAccording to Norwegian regulations relating to universities and university colleges (2024) § 7-3, there are twelve criteria for assessing whether a student is unfit for the teaching profession. This article investigates challenges related to the pedagogical leadership and guidance of students about whom questions are raised according to section 3e: “[T]he student has threatening or offending behaviour in the study situation or towards those with whom the student will come into contact during practical training or in their future professional career.” In a multicultural society where people have different values and attitudes, it is sometimes unclear where the line lies between freedom of expression and offending statements. In this context, pedagogical leadership and guidance of students will entail applying humanistic values on two levels. Humanistic values will be important in the encounter with the student in the pedagogical guidance situation, but the pedagogical leadership and guidance will also entail a moral judgment of the student’s behaviour. The article investigates pressure dimensions and ethical challenges in the pedagogical leadership and guidance, and the research question is whether moral philosophy can contribute to raising awareness of pressure dimensions in the pedagogical leadership and guidance of students with offending behaviour. Theory of pressure dimensions as described in the first part of this anthology, has been used, as well as Geir Afdal’s (2011) analysis and theory of guidance as moral activity. The main finding is that by analyzing the complexity related to pedagogical leadership and guidance in ethical issues, it can be ascertained whether some values in practice trump others, and in that way reveal pressure dimensions. Keywords: suitability assessment in higher education, moral philosophy, interaction, pressure, pedagogical leadership and guidancepublishedVersio
Between Morality and Reality: Muslim Students’ Dilemma Regarding Interest-based Loans in Norway
Full text linkThe receiving or paying of interest, known as riba, is considered a grave sin in Islam, and its prohibition is one of the defining aspects of Islamic finance. Muslims in predominantly non-Islamic countries face a dilemma when confronted with the problem of financing their higher education, and the dilemma of whether or not to take interest-based educational loans remains largely unexplored. This thesis explores cultural and religious understandings of Islam that influence Muslim students in Norway, and their willingness or reluctance to take student loans. The research also explores informal financing alternatives that Muslim students consider. Through a constructivist grounded theory approach, using semi-structured interviews with twelve Muslim students, the study reveals that students’ views on student loans range from necessity to sin.
The key results from this study include the reasons for taking or avoiding interest-based student loans in Norway. Through the concept of lived religion, this study finds how some Muslim students produce and reproduce Islamicness in everyday life by their justification for abstaining from the interest-based student loans. Moreover, the findings of the study suggest that student loans despite being haram are a necessity for many Muslim students in Norway because of the lack of alternative Islamic financing. Similarly, the findings suggest that some Muslim students, as Islamic modernist, take the interest-based student loans because the minority position of Muslims in Norway leaves them no other option. Given the lack of Islamic financing options in Norway, students report that family and friend networks are highly relied upon for meeting day-to-day economic needs. The results contribute to understanding the dilemma between living morally and living in one’s given reality.
Keywords:
Riba, Student Loan, Education, Halal, Haram, Muslim, Islamic Finance, Islamic Banking, Islamic Modernity, Necessity, Lived Religion, Norway
Grunnstrukturer i samhandlingsprosesser knyttet til samhandling
No full textThe principle of student participation is strong in Norwegian schools and has as an important purpose to give the pupils the opportunity to participate. In the new Education Act, the school’s obligation to facilitate student participation will be enshrined in law. There is currently a limited knowledge base on student participation in general. The purpose of the chapter is to examine a veiled pressure on student participation. This is done in connection with the understanding and content of the concept of interaction and the significance this may have for the teacher’s practice. An overarching research goal will be to investigate the basic structures 1) agency (having control over one’s own life), 2) empowerment (empow ering), and 3) interaction (equal relationships) as a basis for understanding student participation in school. In this context, three selected indicators for interaction are highlighted: reciprocity, trust and learning along the way. The study is based on a literature review of the three basic structures and an empirical material consisting of student reflections. A main finding is that teachers and leaders must work with student participation as a concept of interaction, which requires a redefinition of what student participation can be. Student participation is not only about the pupils being able to participate in their own learning, but also about how they are equipped and given the opportunity to participate in the academic and social learning of others. This will require an awareness that student participation is something that will have to be developed, exercised, and trained extensively in the school’s learning community. Keywords: student participation, learning community, interaction, empowerment, agencypublishedVersio
