Háskóli Íslands OJS
Not a member yet
1903 research outputs found
Sort by
Mat á gæðum kennslu í hugsandi skólastofu í stærðfræði á framhaldsskólastigi: Rýnt í kennslu framhaldsskólakennara
No full textThinking classroom (Liljedahl, 2020) is a teaching methodology that revolves around creating a space where thinking is required, a space where students engage in tasks to build up understanding of new concepts and ideas, a space where students seek understanding through dialogue with peers and the teacher. In this research, the teaching of one mathematics teacher in an Icelandic upper-secondary school was observed. The objective of this research was to provide the teacher with feedback on the quality of his own teaching when teaching according to the methodology of a thinking classroom in mathematics education and to gain insight into the teacher’s self-reflection on the results. This research was conducted collaboratively by a teacher and an external researcher, combining both action research (where the teacher investigated his own practice) and a classroom study (which the external researcher implemented).
In mathematics education in both upper- and lower-secondary schools, traditional teaching methods prevail, where instruction begins with the teacher’s input, followed by individual student practice and exercises based on that input (Anna Helga Jónsdóttir et al., 2014; Ingvar Sigurgeirsson et al., 2018; Þóra Þórðardóttir & Unnar Hermannsson, 2012). Emphasis is placed on individual work, and on learning specific methods to solve particular types of problems (Birna Svanbjörnsdóttir et al., 2023; Guðný Helga Gunnarsdóttir & Guðbjörg Pálsdóttir, 2015; Savola, 2010). These methods seem to lead to a lack of focus on critical thinking, understanding, discussions, and reasoning (Anna Helga Jónsdóttir et al., 2014). Teachers sometimes struggle to maintain standards of analytical thinking during class, and it is common for them to reduce the challenge of activities (Jóhann Örn Sigurjónsson & Berglind Gísladóttir, 2020).
Thinking classroom, however, presents an alternative to traditional teaching methods. It emphasises collaboration among students in small groups of two to three, all working on the same task. The focus shifts to thinking, understanding, and student autonomy. Students actively seek information and support from their peers, and the teacher asks thought-provoking questions to stimulate their thinking.
Data were collected with audio recordings and observations during three mathematics lessons with a group of upper-secondary school students. These lessons were part of a course covering integration, differential equations, sequences, and series. Thirteen to fourteen students attended each lesson, ranging in age from 17 to 22. The mathematics teacher in this study began teaching according to the methodology of thinking classroom two years prior. During data collection, the teacher taught according to the first three toolkits of four in a thinking classroom.
Quality of teaching was evaluated using the PLATO framework (Grossman, 2015), using two of its overarching factors: disciplinary demand and instructional scaffolding. Under disciplinary demand, subcategories include intellectual challenge and classroom discourse. Instructional scaffolding encompasses modelling and use of models, feedback, and strategy use and instruction.
Key findings reveal that disciplinary demand was generally scored at higher levels. However, instructional scaffolding factors were evaluated at both higher and lower levels. Examples of modelling and use of models, and strategy use and instruction were observed at the highest level while feedback never scored at the highest level.
These results demonstrate that thinking classroom can be effectively used in the Icelandic context to create a learning environment where students collaboratively tackle challenging tasks that encourage analytical thinking. The teacher had the flexibility to request explanations and reasoning, thus giving students the opportunity to deepen their understanding of the task and the solution process. Discussions were based on students’ responses, allowing opportunities for explanation and active listening. Thinking classroom seems to provide good opportunities for feedback, which the teacher could have taken better advantage of. The feedback provided was often brief praise where deeper explanations were needed so that students would see their strengths and weaknesses in their work or solutions. The results highlight the potential of group discussions after students work with mathematical concepts rather than more traditional approaches that introduce concepts before students work on them. Results show that in these group discussions both modelling and classroom discourse scored at the highest level.
It should be noted that this study is based on a single group of students taught by one teacher and an active teaching method was used, which could potentially be assumed to align well with some of the assessment criteria that were used. The student group was small and consisted of students who had chosen a study programme that requires mathematics courses on calculus. Therefore, the generalisability of the results is limited but, for an Icelandic school context, it serves as an existence proof (Schoenfeld, 2007).Hugsandi skólastofa (e. thinking classroom) er kennslunálgun sem snýst um að skapa rými þar sem nemendur vinna saman að verkefnum sem eru hönnuð til að styðja nemendur við að öðlast skilning á nýjum hugtökum og hugmyndum með samræðum. Í þessari rannsókn var fylgst með kennslu eins stærðfræðikennara í íslenskum framhaldsskóla. Markmið rannsóknarinnar var að veita kennaranum endurgjöf á gæði eigin kennslu þegar kennt er eftir hugmyndafræði hugsandi skólastofu og veita innsýn í sjálfsrýni hans um niðurstöðurnar.
Gögnum var safnað með hljóðupptökum og áhorfi í þremur kennslustundum þar sem einum nemendahóp var fylgt eftir í eina kennsluviku. Gæði kennslunnar voru metin út frá greiningarrammanum PLATO fyrir yfirþættina faglegar kröfur (þ.e. samræður í skólastofunni og vitsmunaleg áskorun) og stigskiptan stuðning (þ.e. sýnikennsla, kennsla námsaðferða og endurgjöf). Helstu niðurstöður voru að í kennslustundunum voru faglegar kröfur almennt metnar á efri þrepum á meðan undirþættir stigskipts stuðnings voru metnir á bæði efri og neðri þrepum. Dæmi voru um sýnikennslu og kennslu námsaðferða á efsta þrepi, en endurgjöf var aldrei metin á efsta þrepi.
Niðurstöðurnar sýna fram á að í íslensku samhengi er hægt að nota aðferðir hugsandi skólastofu til að búa til menningu þar sem nemendur vinna í sameiningu að krefjandi viðfangsefnum sem reyna á greinandi hugsun. Kennari hefur svigrúm til að biðja um rökstuðning og útskýringar. Það gefur nemendum tækifæri til að dýpka skilning sinn á verkefninu og lausnaferlinu. Samræður byggja á svörum nemenda og hafa þau tækifæri til að útskýra, segja frá og beita virkri hlustun. Hugsandi skólastofa virðist gefa tækifæri til að veita nemendum endurgjöf sem kennarinn hefði þó getað nýtt sér betur. Niðurstöður gefa einnig til kynna að hópumræða eftir vinnu og glímu nemenda við stærðfræðihugtök skapi aðstæður til sýnikennslu á efstu þrepum og sé heppilegri heldur en að hugtökin séu kynnt fyrir nemendum áður en þau vinna með þa
Árangursrík leiðbeining á meistarastigi: Innsýn leiðbeinenda við Félagsvísindasvið Háskóla Íslands
No full textThe purpose of this study is to identify the key factors that experienced supervisors at the University of Iceland’s Faculty of Social Sciences believe contribute to effective supervision of final projects, particularly master’s theses. The article aims to address the lack of formal training for supervisors and to enhance understanding of the supervisory process at both undergraduate and graduate levels. Supervision is a crucial aspect of university teaching, particularly within the social sciences, where master’s theses often involve extensive independent research. The article is based on interviews with experienced instructors at the School of Social Sciences and aims to identify the key elements they believe contribute to successful supervision and present them in accessible terms for those starting their career in supervision or wanting to improve their skills.
The study highlights the importance of thesis supervision at both undergraduate and graduate levels. It notes that many instructors receive little to no training in this area, which is often assumed to be acquired through personal research experience. What research there is on supervision tends to focus on the PhD level, but the completion of a thesis is important at the master’s level as well. There, just as at the PhD level, students are a diverse group with varying needs, necessitating different supervisory approaches, some of which are identified here, including pastoral, contractual, laissez-faire, and directorial (Gatfield, 2005). The study also indicates a concerning dropout rate among students who complete their course of study, except for the final theses, particularly in disciplines that do not provide students with professional qualifications upon graduation.
The study’s methodology involved a qualitative phenomenological approach, with semi-structured interviews conducted with ten experienced supervisors from different departments within the School of Social Sciences at the University of Iceland. The interviews focused on the supervisors’ experiences and perspectives regarding the supervision process. Thematic analysis was employed and resulted in four main themes: student reception and topic development, maintaining accountability, addressing writer’s block, and re-engaging inactive students. Additionally, all respondents reported dealing with students who delay thesis submission, often repeatedly. Supervisors emphasised the importance of tailoring their guidance to individual student needs, establishing regular communication, and providing structured support to facilitate student progress. The findings suggest that effective supervision requires a mix of support, structure, and adaptability to individual student needs, emphasising the necessity for supervisors to possess both subject matter expertise and pedagogical skills.
While supervisors often utilise similar techniques across departments, the supervisory process is not standardised, with significant variation in departmental structures and support, which can greatly impact the success of the supervision. Overall, the study concludes that improving supervisory practices and providing training for new supervisors could improve student outcomes in completing their final projects.
This study contributes to the body of research on thesis supervision overall and specifically in Icelandic higher education. It does so by highlighting the diverse supervisory practices and challenges faced by experienced supervisors at the School of Social Sciences. It underscores the necessity for enhanced training and support for supervisors to improve student outcomes and graduation rates in thesis completion. The findings indicate that a platform for sharing supervisory experiences and enhancing training is needed. They may also inform future training programmes and institutional policies aimed at fostering effective supervisory relationships and enhancing the overall educational experience for students.Leiðbeining lokaverkefna er veigamikill hluti af kennslu háskólakennara, hvort heldur sem eru verkefni á grunnstigi eða framhaldsstigi. Innan félagsvísinda þá eru meistararitgerðir oft mjög viðamiklar og byggja jafnvel á sjálfstæðum rannsóknum nemenda. Þrátt fyrir þetta er engin þjálfun í boði við Háskóla Íslands fyrir leiðbeinendur lokaverkefna á meistarastigi. Í þessari rannsókn voru tekin tíu viðtöl við kennara með mikla leiðbeiningarreynslu á Félagsvísindasviði Háskóla Íslands. Markmiðið var að draga fram þá þætti sem kennarar töldu skipta mestu máli í leiðbeiningarferlinu. Við greiningu viðtalanna fundust nokkur meginþemu sem vörpuðu ljósi á hvernig leiðbeinendur leituðust við að tryggja árangur nemenda sinna. Þau sneru að móttöku nemenda, útfærslu á hugmyndum þeirra um viðfangsefni, aðhald í ferlinu og leiðum til að leysa úr ritstíflum. Einnig var áberandi að allir leiðbeinendur höfðu þurft að takast á við „eftirlegukindur“, þ.e. nemendur sem höfðu frestað skilum, jafnvel oftar en einu sinni. Niðurstöður benda til þess að þörf sé á vettvangi til að deila reynslu af leiðbeiningu og styrkja þjálfun leiðbeinenda. Greinin er framlag til þeirrar umræð
Ice Fragments: Creative Education for Sustainability in a Museum Focusing on Glaciers
No full textÍ þessari grein er fjallað um niðurstöður rannsóknar á þeim menntunartækifærum sem fólust í verkefninu Ísabrot. Verkefnið byggði á þverfaglegum listasmiðjum í Listasafni Íslands, með styrk frá Barnamenningarsjóði. Níu skólar tóku þátt í verkefninu þar sem listamenn héldu listasmiðjur tengdar jöklum, út frá fjölbreyttum sjónarhornum.
Opin viðtöl voru tekin við starfsfólk safnsins og 6 kennara á ólíkum skólastigum sem tóku þátt í verkefninu með sínum nemendum. Viðmælendur vörpuðu ljósi á hvernig smiðjurnar og þjálfun í myndlæsi vöktu áhuga nemenda á jöklum, myndlist og sjálfbærni.
Niðurstöður rannsóknarinnar sýna að söfn eru kjörinn vettvangur þverfaglegs náms. Listamennirnir reyndust ákjósanlegar fyrirmyndir sem kynntu málefnið út frá nýju sjónarhorni. Helstu áskoranir sem komu fram voru oft á tíðum ósveigjanlegt tímaskipulag skólanna, einkum hjá eldri nemendum, ásamt takmörkuðu svigrúmi kennara til að breyta dagskrá. Ferðalög með almenningssamgöngum voru einnig áskorun þar sem þau tóku oft langan tíma og samræmdust illa stundatöflum nemenda, sem dró stundum úr dýpt heimsóknanna. Viðmælendur voru allir sammála um að verkefnið tengdist vel grunnstoðum menntunar og töldu þau líklegt að þeir myndu nýta sér reynsluna í framtíðinni. Ljóst er að það er almennt hagur fyrir nemendur að taka þátt í því metnaðarfulla safnastarfi sem fræðslusérfræðingar Listasafns Íslands bjóða upp á. Listræn nálgun getur varpað fjölbreyttu ljósi á íslenska jökla og þannig glætt áhuga nemenda á málefnum sjálfbærni.Many museums have taken part in the effort to respond to the climate threat facing humanity by emphasising education for sustainability in their work. The exhibition Resistance in the National Gallery of Iceland is one such contribution. During the 2023- 2024 school year, nine pre-primary, primary, and secondary schools participated in the interdisciplinary project Ísabrot – Glaciers in Icelandic Art, which focused on training visual literacy as well as offering art workshops developed within the context of the exhibition. The objective of this study is to analyse the interdisciplinary educational opportunities offered by the art workshops and the curriculum resources that constitute the result of the projects. The teaching materials, now published, were developed by the National Gallery of Iceland’s education division in collaboration with nine working artists. The project was funded by a grant from the Children’s Culture Fund. The objective of the art workshops was to use creative educational approaches to inspire students’ interest in glaciers, visual art, and sustainability issues. The artists who developed the workshops tackled issues related to glaciers from a wide variety of perspectives.
The main results of the study were that the participants interviewed considered the creation of educational opportunities for students in museums to be of high importance. The creative methodology of education for sustainability invites interdisciplinary opportunities that have the potential to capture the interest of students. John H. Falk’s (2021) ideas on the value of experiences in a museum find common ground with the ideas of the teachers who participated in the workshops with their students. The study’s results indicate that interdisciplinary education in a museum is highly appropriate for students and has the potential to support their interest in sustainability issues while also directly connecting to the priorities of national curricula
Fimm gæðaviðmið: Greiningarrammi til að meta kennaramenntun
No full textTilgangur þessarar greinar er að kynna ramma sem er settur fram til að meta kennaramenntun og stuðla að nákvæmari og dýpri umræðu um gæði hennar. Greiningin beindist einkum að samþættri kennaramenntun á Norðurlöndum og til grundvallar lá rannsóknarspurningin: Hvaða mælikvarða ætti að nota til að meta gæði kennaramenntunar? Í stað þess að líta á gæði sem stöðugt eða einhliða fyrirbæri er í greininni litið á þau sem sívirk og margþætt. Til að svara rannsóknarspurningunni var farið kerfisbundið yfir margvíslegar heimildir, þar á meðal ritrýndar greinar, bókarkafla, norrænar samanburðarrannsóknir og matsskýrslur frá ýmsum löndum. Það efni var síðan greint með hugbúnaðinum NVivo 14 og var greiningarferlið byggt á þemakóðun. Niðurstöður leiddu í ljós fimm samofnar birtingarmyndir gæða – eða gæðavísa; aðsókn að kennaranámi, samþættingu, fræðivæðingu, seiglu og hæfni. Aðsókn að kennaranámi nær bæði til fjölda og gæða umsækjenda og varpar ljósi á hvort áhyggjur þurfi að hafa af fækkun umsókna og brottfalli. Samþætting beinist að samfellu milli fræðilegra kenninga, kennslufræði og hagnýtra þátta í kennaramenntun. Fræðivæðingin endurspeglar þróun í átt að rannsóknartengdu námi og dregur athygli að togstreitu milli fræðilegrar nákvæmni og hagnýts gildis. Seigla felst í hversu vel nýútskrifaðir kennarar takast á við umskiptin frá námi í starf þar sem áhersla er á mikilvægi starfsþjálfunar og stuðnings á vettvangi skólans. Að lokum er hæfni mælikvarði á hvort útskrifaðir kennaranemar geti skapað inngildandi og árangursríkt kennsluumhverfi, að Five Quality Indicators: An Analytical Framework for Evaluating Teacher Education 18 teknu tilliti til utanaðkomandi þrýstings, svo sem frá stofnunum sem gera kröfu um ábyrgðarskyldu. Niðurstaða greinarinnar er að þessir fimm mælikvarðar virki best þegar þeim er beitt sem samþættum ramma. Úrbætur á einum mælikvarða án þess að huga að öðrum geta haft ófyrirséð áhrif. Ramminn getur nýst í mati á kennaramenntun á heildstæðan og gagnreyndan hátt.The purpose of this article is to present a framework for evaluating teacher education programmes and to contribute to a more nuanced and expanded discussion of quality in teacher education. The analysis focuses primarily on integrated teacher education in the Nordic countries and is guided by the research question: Which indicators should be used to assess the quality of a teacher education programme? Rather than treating quality as a static or one-dimensional concept, the article advances a dynamic and multi-facetedapproach. To address the research question, a broad selection of literature was systematically reviewed, including peer-reviewed articles, book chapters, comparative Nordic studies and national evaluation reports. The collected material was analysed using the qualitative software NVivo 14, with inductive coding guiding the analytical process. Five interconnected quality dimensions – or quality markers – emerged from the data: recruitment, integration, academisation, resilience and competence.The recruitment indicator examines both the quantity and quality of applicants and raises concerns about declining enrolment and dropout. The integration indicator focuses on coherence across theoretical, pedagogical and practical components of teacher education. The academisation indicator reflects the shift towards research-based education, highlighting tensions between academic rigour and practical relevance. The resilience indicator looks at how well newly qualified teachers handle the transition into the profession, emphasising the importance of induction and support. Finally, the competence indicator assesses whether graduates can create inclusive and effective classrooms, taking into account external pressures such as accountability systems. The article concludes that these five indicators function best when viewed as an integrated framework. Improving one dimension in isolation can have unintended consequences if others are neglected. The framework offers a structured tool for evaluating and strengthening teacher education in a holistic, evidence-informed manner
School leaders’ approaches to shaping and sustaining a healthy school workplace culture
No full textThis article examines how school leaders in Icelandic preschools and compulsory schools shape and sustain a healthy workplace culture that supports teacher well-being, job satisfaction and professional security. Healthy workplace culture refers to the values, relationships, expectations and organisational practices that frame daily school life and contribute to the psychological safety and overall well-being of staff. Prior Icelandic research shows that teacher stress and burnout are increasing, often linked to workload, time pressure and challenging interpersonal demands. At the same time, international literature highlights that supportive leadership, trust, shared values and opportunities for participation are central to fostering teachers’ sense of belonging, autonomy and professional flourishing. Against this background, the present study focuses on the leadership practices that characterise schools with demonstrably positive results in workplace culture surveys.Greinin fjallar um áherslur skólastjóra leik- og grunnskóla í mótun og viðhaldi heilbrigðrar vinnustaðamenningar sem stuðlar að vellíðan og starfsánægju kennara. Heilbrigð vinnustaðamenning skóla vísar til þeirra gilda, viðhorfa og samskipta sem móta daglegt starf innan skólans og styður við vellíðan starfsfólks. Rannsóknir sýna að heilbrigð vinnustaðamenning skóla stuðlar að aukinni starfsánægju kennara og eflir vellíðan þeirra og sálrænt öryggi. Gerð var eigindleg rannsókn þar sem tekin voru hálfopin viðtöl við átta skólastjóra sem starfa í skólum sem sýnt hafa fram á jákvæða niðurstöðu í könnunum um starfsánægju og vinnustaðamenningu. Við greiningu gagna, sem byggði á þemagreiningu, komu fram þrjú meginþemu: Skýrt skipulag með trausti og sveigjanleika, hjálpsemi og mildi, og fagmennska og ástríða. Niðurstöður rannsóknarinnar varpa ljósi á áherslu skólastjóranna á að skapa skýran faglegan ramma sem veitir starfsfólki festu og leiðsögn, en um leið sveigjanleika til að beita eigin hæfni. Þeir ræktuðu traust með opnum samskiptum, stöðugri eftirfylgni og skýrri ábyrgðarskyldu. Vinnustaðamenning skólanna einkenndist af hjálpsemi og mildi þar sem starfsfólk fann fyrir virðingu, stuðningi og að tilheyra hópi. Fagmennska og ástríða fyrir starfi og velferð barnanna var jafnframt drifkraftur sem styrkti bæði metnað og innri hvata starfsfólks. Þá benda niðurstöður rannsóknarinnar til þess að heilbrigð vinnustaðamenning spretti af jafnvægi milli skýrs ramma og sveigjanleika og sameiginlegra gilda. Niðurstöðurnar geta nýst stjórnendum, sveitarfélögum og menntayfirvöldum til að efla vinnustaðamenningu í skólum, styðja stjórnendur og kennara og bæta líðan þeirra og árangur í starfi
“Leading through service“: Employees’ job experiences in a servant leadership organization
No full textWhile numerous organizations have successfully adopted servant leadership, only a few studies have focused on understanding of what it is like for employees to work in an organization that is devoted to servant leadership with regards to the practice of servant leadership. This qualitative study was conducted in an architecture and engineering services organization in the United States of America that operates in a business-to-business market and is dedicated to servant leadership. To obtain a rich description of the employees’ experiences of the practice of servant leadership and thus an understanding of the phenomenon, both in-depth semi-structured interviews with employees and observations were analyzed and interpreted according to phenomenological methodology. The following three themes emerged: selecting customers in line with the practice of servant leadership, fulfilling the needs of customers and employees, and contributing to society. The study findings provide important theoretical and practical contributions to the practice of servant leadership as it sheds new light on the relationship with customers concerning the practice of the concept. First, the findings demonstrate how employees carefully select their customers in line with the practice of servant leadership, and how the employees are equally devoted to fulfilling both the needs of employees and customers. This enables the employees to fruitfully practice servant leadership together with their customers, led by the desire to have a positive impact on society
Forspárþættir um ánægju / óánægju með íslenskunám og málakunnáttu meðal fullorðinna innflytjenda á Íslandi
No full textAcquiring the language of the receiving society is often considered a central aspect of immigrants’ integration into a new society. We investigate predictors of self-reported Icelandic proficiency and satisfaction/dissatisfaction with language courses among immigrants in Iceland, drawing on data (N=2,139) collected in 2018. Our results of a binomial regression analysis are rather consistent with studies conducted in other countries and the model developed by Chiswick and Miller (2001): Exposure factors (longer stay in Iceland, more social contacts to Icelanders) and efficiency (younger age, higher level education) were relevant predictors of Icelandic language proficiency among immigrants in Iceland. However, economic incentives were only partially linked to Icelandic proficiency. Income level was not associated with language proficiency, but a longer intended stay in Iceland was linked to a higher Icelandic proficiency. This indicates that language proficiency was more closely associated with social contacts and embeddedness in the receiving society than with income. The number of language courses attended was not linked to immigrants’ self-reported Icelandic proficiency, which might indicate that formal language training has a comparatively smaller influence on Icelandic language proficiency than other factorsAð tileinka sér tungumálið er oft álitinn mikilvægur þáttur í inngildingu innflytjenda að nýju samfélagi. Könnuð var íslenskukunnátta og ánægja með tungumálanámskeið meðal innflytjenda á Íslandi og byggt á gögnum (N=2.139) sem safnað var árið 2018. Tvíliðaaðhvarfsgreining sýnir að kunnátta í íslensku helst í hendur við jákvæð félagsleg samskipti við Íslendinga (z=7.028, p=0) en ekki tekjur. Niðurstöður eru að hluta til í samræmi við niðurstöður í öðrum löndum: Útsetning fyrir tungumálinu (lengd dvalar á Íslandi: z=12.436, p=0; notkunartíðni íslensku: z=-12.418, p=0) og ástundun (aldur: z=4.003, p=0; menntun: z=4.044, p=0) eru viðeigandi forspár um tungumálakunnáttu á Íslandi. Enn fremur er greint frá því að innflytjendur á Íslandi séu fremur óánægðir með íslenskunámskeið, því mat þeirra er að námskeið sem í boði eru taki ekki tekið mið af íslenskukunnáttu þeirra á hverjum tím
Dansk som transitsprog for islændinge ind i Norden : Kan dansk fungere som nøgle til svensk og norsk?
Get PDFThis article describes a study of the vocabulary comprehension of Icelandic students in the 10th grade on texts written in Swedish. Results are compared with a similar study on vocabulary comprehension of the same text, written in Danish. finally, cases, understanding is based on the students’ self-assessment, they marked the individual words of the text according to whether they thought they understood a word, whether they were in doubt about the meaning of a word and finally whether they thought the word was incomprehensible.
Theories behind vocabulary comprehension in a foreign language are explained, what reasons may lie behind results other than expected, and what could be done to make it easier for students to transfer knowledge of one foreign language to another.
It also discusses the value of knowledge of the Nordic countries to Icelanders and the importance of taking international research and experience into account when publishing study materials and practices in foreign language classrooms in Icelandic schools.Í þessari grein er gerð grein fyrir rannsókn á orðaforðaskilningi íslenskra grunnskólanemenda í 10. bekk á texta skrifuðum á sænsku. Niðurstöður eru bornar saman við sambærilega rannsókn á orðaforðaskilningi á sama texta, skrifuðum á dönsku. Í báðum tilvikum er skilningur byggður á sjálfsmati nemenda, þeir merktu einstök orð textans eftir því hvort þeir teldu sig skilja orð, hvort þeir væru í vafa um merkingu orðs og loks hvort þeir teldu orðið óskiljanlegt.
Gerð er grein fyrir kenningum að baki orðaforðaskilningi í erlendu tungumáli, hvaða ástæður gætu legið að baki öðrum niðurstöðum en búist var við, og hvað mætti gera til að auðvelda nemendum að yfirfæra þekkingu á einu erlendu tungumáli yfir á annað. Enn fremur er fjallað um hvers virði þekking á Norðurlandamálum er Íslendingum og mikilvægi þess að taka mið af alþjóðlegum rannsóknum og reynslu við útgáfu á námsgögnum og í kennslu erlendra tungumála í íslenskum skólum
Hægt
No full textJoyce Carol Oates (f. 1938) er virtur og margverðlaunaður bandarískur höfundur. Hún er einstaklega mikilvirk og verk hennar eru afar fjölbreytileg. Oates hefur fengist við helstu málefni sinnar tíðar, s.s. stöðu kvenna, ofbeldi, stjórnmál, lögfræðileg og læknisfræðileg álitamál og sjálfsmynd Bandaríkjamanna. Hún hefur lengst af verið ritlistarprófessor við Princeton-háskóla. Sagan „Hægt“ heitir „Slow“ á frummálinu og kom fyrst út í Southern California Anthology árið 1987. Hér er þýtt eftir útgáfunni sem kom í bókinni The Assignation árið efti
Voces amerindias prehispanas en la Geographia Historica Orientalis de Hans Hansen Skonning
No full textÍ þessari grein er fjallað um orð úr tungumálum innfæddra í Nýja heiminum sem koma fyrir í verki Hans Hansen Skonning, prentara og hringjara í Árósum á 17. öld. Bók hans kom út í Árósum árið 1641. Íslensk þýðing frá 1676 er varðveitt í handriti í Handritasafni Konunglegu bókhlöðunnar í Kaupmannahöfn og nokkrir kaflar úr bók Hansen Skonnings eru varðveittir í nokkrum handritum á Íslandi, m.a. í handriti titlað Ein ágæt, nytsöm, fróðleg, lystileg, skemmtirík og artug bók... (1660–[80?]) eftir Magnús Jónsson með safnamarkið JS 46 4°.
Í nokkrum köflum bókarinnar þar sem fjallað er um landafundina í Ameríku og hefðir og trúarbrögð innfæddra koma fyrir orð og heiti úr tungumálum þeirra. 54 orð mynda gagnagrunninn sem var skoðaður. Flest orðanna eru úr quechua, tungumáli Inka í Perú og nærliggjandi löndum. Þá eru orð m.a. úr tungumáli Asteka í Mexíkó og innfæddra á Stóru og Litlu Antillaeyjum í Karíbahafi. Nokkur orðanna sem fjallað er um hafa verið tekin upp í mörg tungumál heims, til að mynda kakó og maís.This article discusses words from the languages of the natives of the New World that appear in the work of Hans Hansen Skonning, a printer and ringer in Aarhus in the 17th century. His book was published in Aarhus in 1641. An Icelandic translation from 1676 is preserved in a manuscript in the Royal Library’s Manuscript Collection in Copenhagen. And several chapters from Hansen Skonning’s book are preserved in various manuscripts in Iceland, including in Ein ágæt, nytsöm, fróðleg, lystileg, skemmtirík og artug bók... (1660–[80?]) by Magnús Jónsson. The chapters of this book that deal with the discovery, traditions and religions of the New World contain native American words and names. 54 words make up the corpus that was examined. Most of the words are from Quechua, the language of the Incas in Peru and neighboring countries. There are also words from the language of the Aztecs in Mexico and natives of the Greater and Lesser Antilles in the Caribbean. Some of the words discussed, for example cocoa and maize, have been adopted into many languages of the world