NLA Høgskolen
Not a member yet
562 research outputs found
Sort by
A challenge to self-education: The purpose and potential of a database annotating works of art for adults who are existential exemplars for children
Full text linkHow can an open access database annotating pictures, films, music and texts support adults as existential exemplars? This article explores the opportunities of a Norwegian database called the OE-database. Its target group is all adults who want to become better exemplars for children through encounters with art and conversations in small groups. Educational sources contain many annotations of art and literature for the education of children and youth, but material for adults’ self-education, published in databases and thus easily accessible for all, are lacking. The article invites readers to a critical conversation on the purpose and potential of the OE-database and to create similar databases in other languages. The narratives that provide the foundation of the OE-database are influenced by Aristotle, Thomas Aquinas and Søren Kierkegaard. The article highlights Kierkegaard’s concept ‘upbuilding’ (edification) and three stages in a process that encourage adults to let themselves be ‘built up’ as exemplars.publishedVersio
Thinking Educationally about Psychology in Education: Gert Biesta's Critique Reconsidered
Full text linkLearning and development are well established as concepts in educational psychology. Gert Biesta has used terms such as “learnification” and “developmentalism” to describe a tendency that, in his view, removes existential qualities from teaching and education. Although important in the right contexts, the concepts do not represent the core of what education should be about, he claims. Jostein Sæther notes that in many ways he shares Biesta's view on the most fundamental quality of education, i.e., helping young people exist as independent subjects in confrontation with their own will, responsibility, and freedom. In this paper, he addresses the overarching question of whether it is possible and desirable to think educationally about psychology in educational theory, specifically through relating Biesta's critique to selected handbooks, reviews, and metaliterature. Sæther does not propose integrating educational psychology into Biesta's existential theory but rather hopes to open a dialogue on different points of view that challenge each other in fruitful ways. The process of discussing certain principles, problems, and examples should yield a certain kind of “unclean” educational psychology, one that is relevant to “subjectification.” There are problems related to eclecticism and the tension between essence and existence, yet, in this context, Sæther sees a dialogical project as the only way forward.publishedVersio
The AMPD1 Gene’s rs17602729 Polymorphism and Athletic Performance in Track and Field Athletes
Full text linkThe aim of the current study was to determine whether the rs17602729 polymorphism in the Adenosine monophosphate deaminase-1 (AMPD1) gene is related to elite athlete performance. A total of 60 elite athletes, aged 18–35, who were split into two groups—31 sprinters/power athletes and 29 endurance athletes—as well as 20 control/sedentary individuals, willingly participated in the study. The performance levels of the athletes, based on their personal bests (PBs), were rated using the World Athletics (WA) score. Whole exome sequencing (WES) was performed on the genomic DNA that was extracted from the subjects’ blood samples. Using linear regression models, the study sought to determine the relationship between the athletes’ PB, sex, and sport type and the rs17602729 polymorphism both within and between the groups. The distribution of the GG, GA, and AA genotypes of the rs17602729 polymorphism differed significantly within and between the groups, according to the data (p 0.05). In conclusion, the G allele of the ADMP1 rs17602729 polymorphism appears to provide a benefit to sprinters and power athletes. Nonetheless, to confirm this hypothesis, additional research with more participants and a multi-genetic analysis approach is required. Keywords: AMPD1; athletics; endurance athletes; rs17602729; polymorphism; sprinters; power athletes; Turkish populationpublishedVersio
Utvikling av matematisk kompetanse gjennom blokkbasert undervisning. Utforskning av Sagene-modellen – spiralprinsippets motsats
Full text linkDenne studien tar utgangspunkt i en matematisk undervisningsmodell som oppleves interessant. En særegen matematikkmodell som er dannet av og for en ungdomsskole, som har fått navnet Sagene-modellen. Masteroppgaven er et resultat av en kvalitativ studie, preget av et eksplorerende forskningsdesign. Formålet med masterprosjektet er å få innblikk i utvikling av matematisk kompetanse gjennom blokkbasert undervisning. Oppgavens fokus vil bære preg av en utforskning av Sagene-modellen. Avhandlingen består av tre forskningsspørsmål som oppgaven forsøker å besvare:
1) Hvordan er Sagene-modellen beskrevet i Sagene skoles planverk?
2) På hvilke måter mener tre lærere at Sagene-modellen stimulerer til dybdelæring og bidrar til å utvikle ungdomstrinnselevers matematiske kompetanse?
3) Hvilke styrker og svakheter ved Sagene-modellen trekker disse lærerne frem?
Masterprosjektet benyttet ulike forskningsmetoder for datainnsamling, metodene er dokumentanalyse og intervju. Dokumentanalyser av Sagene-modellens planverk, i kombinasjon med semi-strukturerte forskningsintervjuer, benyttes som sammenligningsgrunnlag. Dokumentanalysene er deskriptive analyser, som knyttes opp mot matematisk kompetanse. Intervjuer med tre matematikklærere analyseres med utgangspunkt i funn om Sagene-modellen, knyttet opp mot Kilpatrick et al. (2001) sin modell om matematisk kompetanse. Dokumentanalysene bidrar inn i intervjuprosessen ved å danne grunnlag for forskningsspørsmål nr. 3, der informantene trekker frem styrker og svakheter ved Sagene-modellen.
Resultatene viser at alle lærerne mener Sagene-modellens hovedsenens, tid, er en faktor som legger til rette for at Sagene-modellens blokkbaserte tilnærming er med på å utvikle matematisk kompetanse. De mener Sagene-modellen er nærliggende LK20. Begge planverkene fokuserer på dybdelæring, noe matematikklærerne mener bidrar til å fremme matematisk kompetanse. Hvilke styrker og svakheter de trekker frem ved modellen varierer mellom de ulike lærerne. En felles oppfatning for alle er at tid, å tilpasse ut fra elevenes progresjonstempo samt tilpassede utfordringer, er sider ved modellen de mener er styrkende. Mangel på ressurser og jevnlig repetisjon samt elevenes ulike utgangspunkt, er aspekter som kan være utfordrende. 4
Abstract
This study is based on a mathematical teaching model perceived as interesting. A unique mathematics model formed by and for a secondary school, named the Sagene model. The master’s thesis is the result of a qualitative study, characterized by an exploratory research design. The purpose of the master’s project is to gain insight into the development of mathematical competence through block scheduling teaching. The thesis focuses on exploring the Sagene model. The dissertation consists of three research questions that the thesis attempts to answer:
1) How is the Sagene model described in Sagene school’s planning documents?
2) In what way do three teachers believe the Sagene model stimulates deep learning and contributes to developing secondary school students’ mathematical competence?
3) What strengths and weaknesses of the Sagene model do these teachers highlight?
The master’s project used various research methods for data collection, including document analysis and interviews. Document analyses of the Sagene model’s planning documents, combined with semi-structured research interviews, were used for comparison. The document analyses are descriptive analyses related to mathematical comparison. Interviews with three mathematics teachers are analyzed based on findings about the Sagene model, linked to Kilpatrick et al. (2001) model of mathematical competence. The document analyses contribute to the interview process by forming the basis for research question number three, where informants highlight strengths and weaknesses of the Sagene model.
The results show that all teachers believe that the main aspect of the Sagene model, time, is a factor that facilitates the development of mathematical competence through the Sagene model’s block-based approach. They believe the Sagene model is close to LK20, both frameworks focus on deep learning, which the mathematics teachers believe helps promote mathematical competence. The strengths and weaknesses of the model they highlight vary among the different teachers. A common perception for all is that time, adapting based on students’ progression pace, and tailored challenges are aspects of the model they believe are strengthening. Lack of resources and regular repetition, as well as students’ different starting points, are aspects that can be challengin
Exploring Experiences of Discrimination in the Norwegian Labour Market: The Case of Asian and African
Full text linkThe study aims to explore the experiences of exclusion among international students while searching for employment in the low-skilled sectors of the Norwegian labour market. This study is qualitative and based on the philosophical paradigm of social constructivism. The empirical material has been collected from eight participants. The information was collected through semi-structured interviews. The key participants were international students from Asian and African backgrounds who came to Norway for their two-year master's study program and stayed until the completion of their studies. The international students residing in different places in Bergen were recruited purposively through snowball sampling. The empirical material was analysed using thematic analysis.
The study's findings have examined international students' experiences of discrimination through their perceptions of the legitimacy of the language requirement in hiring practices. They perceive the Norwegian language as a legitimate requirement in front-stage positions where direct communication with guests is necessary. However, when the front-stage position does not require the Norwegian language and the employer rejects the international students, they perceive it as a vicarious reason not to hire a candidate of non-Western origin.
A second significant finding in the study is that international students related their experiences of exclusion in the labour market to everyday racism. They experience ethnic/racial discrimination in employment and everyday racism in the workplace. They perceive employers prefer to equate the candidates from their in-groups based on ethnic membership, forming a clear hierarchy for international students. International students experience racialisation and everyday racism based on ethnic/racial categories, such as being black, being Pakistani/African and being Muslim women with hijab in the workplace. They avoided confronting this.
The third significant finding in the study is that international students related their experience of exclusion in the labour market to intersectional stigma. The negative stereotypes and prejudices about their gender, physical appearance and racialised characteristics such as skin colour, national origin, culture, ethnicity, religion, and religious dress code intersect to form multiple forms of oppression and compounded forms of stigma in employment and after obtaining a job. These all contribute to the structural racism forming a clear ethnic/racial hierarchy between Asian/African/Pakistani and Norwegian/European.
Keywords: International students, labour market, language, discrimination, racialisation, racism, intersectional stigm
Historisk tenking og primærkilder i undervisning
Full text linkDette masterprosjektet har som formål å undersøke hvordan elever på ungdomstrinnet arbeider med historisk tenkning i forbindelse med primærkilder. Læreplanen for samfunnsfag, formidler høye mål for anvendelse av både kunnskaper og ferdigheter i faget. Begrepet om historisk tenkning blir aldri eksplisitt brukt i læreplanen, men formidler mål som innebærer historisk tenkning. Historisk tenkning er den delen av historiefaget som ofte omtales som taus kunnskap, og innebærer de valgene og prosessene en historiker anvender for å konstruere historiske narrativer.
Historisk tenkning, et relativt nytt og omdiskutert konsept i historieundervisningen, som streber etter å fremme dypere historisk forståelse hos elever. Uenigheter blant forskere om hvordan konseptet best kan anvendes i undervisning har skapt noe forvirring og variert implementering. Forskere som Stéphanie Lévesque og Penney Clark har forsøkt å samle forskning og teori for å klargjøre konseptets innhold, mens Peter Seixas og Tom Morton har utviklet et praktisk rammeverk som støtter implementeringen av historisk tenkning i skolen
Forskningsprosjektet tar utgangspunkt i en kvalitativ tilnærming og en modell for aksjonsforskning. Empirien for analyse ble innhentet gjennom å gjennomføre et undervisningsopplegg med primærkilder fra HL-senteret, i en skoleklasse på ungdomstrinnet. Arbeidet med primærkildene ble videreført til intervjuer med elever. Det er empirien fra intervjuene som tar størst plass i dette prosjektet.
Funn tyder på at primærkilder potensielt er en god, men utfordrende inngang til historisk tenkning, og spesielt i sammenheng med ferdigheter rundt anvendelse av historisk kontekst, årsak og konsekvens og historiske perspektiver. Om historisk tenkning gjennom arbeid med primærkilder skal gjennomføres, bør forkunnskaper være en grunnleggende forutsetning. Prosjektet er stort i omfang, og burde muligens gjennomføres i mindre skala før elevene arbeider mer selvstendig. Elevene må også få tilstrekkelig med tid for en slik oppgave. Arbeid med historisk tenkning og primærkilder krever altså en grunnmur med kunnskap og forståelse for å anvende ferdigheter. Til slutt tyder funn på at elever med varierende grad av forkunnskaper, i ulik grad arbeider med konsepter for historisk tenkning, og historisk kontekst og historiske perspektiver ser ut til å være en sentral faktor for gode historiske narrativer. 4
Abstract
This master's thesis aims to explore how middle school students work with historical thinking in relation to primary sources. The social studies curriculum conveys high goals for the application of both knowledge and skills in the subject. The term "historical thinking" is never explicitly used in the curriculum, but it conveys goals that involve historical thinking. Historical thinking is the part of history education often referred to as tacit knowledge, involving the choices and processes a historian uses to construct historical narratives.
Historical thinking, a relatively new and debated concept in history education, strives to promote a deeper historical understanding among students. Disagreements among researchers on how best to apply the concept in education have created some confusion and varied implementation. Researchers like Stéphanie Lévesque and Penney Clark have attempted to consolidate research and theory to clarify the concept's content, while Peter Seixas and Tom Morton have developed a practical framework that supports the implementation of historical thinking in schools.
The research project is based on a qualitative approach and a model for action research. Empirical data for analysis was collected by conducting a teaching program with primary sources from the HL Center, in a middle school class. The work with the primary sources was continued into interviews with students. It is the empirical data from the interviews that occupies the largest part of this project.
Findings suggest that primary sources may be a good but challenging entry point to historical thinking, especially in connection with skills around the application of historical context, cause and effect, and historical perspectives. If historical thinking through work with primary sources is to be implemented, prior knowledge should be a fundamental prerequisite. The project is large in scope and should perhaps be conducted on a smaller scale before students work more independently. Students must also have sufficient time for such a task. Working with historical thinking and primary sources thus requires a foundation of knowledge and understanding to apply skills. Finally, findings indicate that students with varying levels of prior knowledge work with concepts of historical thinking to different extents, and historical context and perspectives appear to be a central factor for suitable historical narratives
Physical activity, problematic gaming behavior, and quality of life prior and during the first 9 months of the COVID-19 pandemic: Findings from a longitudinal study among university students
Full text linkpublishedVersio
Assessing Diagnostic Precision: Adaptations of the Hopkins Symptom Checklist (HSCL-5/10/25) Among Tertiary-Level Students in Norway
Full text linkBackground: Universities worldwide are witnessing a surge in mental health problems among students, particularly in anxiety and depression. The Hopkins Symptom Checklist (HSCL) is a popular screening tool, but its reliability in identifying mental disorders remains debated. The aim of this study was to evaluate the criterion validity of the HSCL-25, HSCL-10, and HSCL-5 using 30-day prevalence of major depressive episode (MDE) and generalized anxiety disorder (GAD) from a self-administered electronic version of the Composite International Diagnostic Interview, fifth version (CIDI 5.0), as the benchmark. Method: Data stem from a national survey targeting students in higher education in Norway. In a 2023 follow-up study on mental disorders, 5,568 participants completed both the HSCL-25 and the CIDI. Sex-specific optimal thresholds for all HSCL versions in relation to MDE and GAD (from CIDI) were determined using the Youden Index maximization. Results: The optimal cut-off values for detecting MDE or GAD with the HSCL-25 were 1.96 for males and 2.20 for females, displaying a good balance between sensitivity and specificity. Similar high and balanced sensitivity and specificity patterns were found for both the HSCL-10 and HSCL-5. However, all HSCL versions overestimated prevalence rates compared to the self-administered CIDI. Conclusions: All three HSCL versions showed high criterion validity. The data indicate that HSCL may be better as a screening tool than for precise estimation of MDE and GAD prevalence. For improved diagnostic accuracy, future HSCL versions should incorporate functional impairment assessment. This update would bring the HSCL into closer alignment with clinical diagnostic standards.publishedVersio
Helsefremmende samhandling og medborgerskapsperspektiv i en barnehagekontekst
Full text linkpublishedVersio
Development of inclusive practice – the art of balancing emotional support and constructive feedback
Full text linkInclusive education in the context of challenging behavior is one of the most demanding challenges for teachers. Good support systems help teachers become more positive about inclusion and gain greater confidence in realizing that they can succeed. Such support can be provided in the form of emotional support, internal or external guidance, courses, discussions or further education. As an alternative to a traditional individual-oriented approach to inclusion, this article argues that development of inclusive practice requires collaborative learning in the professional community, which again means that teachers have to make their own practice more transparent so that it can be explained, explored and challenged. This article is based on a qualitatively driven mixed-method case design, and the data come from interviews with and observations of 10 teachers, as well as a survey conducted at 16 schools in Western Norway. The findings show that many teachers struggle to find a balance between emotional support and asking exploratory questions about their schools' and their colleagues' practices. At the same time, it seems that schools that systematically ask each other critical questions have cultures that are more strongly characterized by a high degree of psychological safety and high professional standards.publishedVersio