Recent additions

  • Exploring student explanations: What types can be observed, and how do teachers initiate and respond to them? 

    Drageset, Ove Gunnar (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-03)
    This article presents different types of student explanations that can were observed, and how these were initiated and responded to. The research is based on the practice of five teachers, with all interactions having been analysed and categorized to develop the concepts. First, three distinct types of student explanation were found: explaining actions, explaining reasons, and explaining concepts. ...
  • Aksjonsforskning i Norge : teoretisk og empirisk mangfold 

    Gjøtterud, Sigrid; Hiim, Hilde; Husebø, Dag; Jensen, Liv Helene; Steen-Olsen, Tove Herborg; Stjernestrøm, Else (Book; Bok, 2017-06-09)
    Antologien Aksjonsforskning i Norge. Teoretisk og empirisk mangfold består av tjue vitenskapelige artikler innen utdanning, helse, vitensentre, kunst og arbeidsliv. Antologien gir et innblikk i historisk utvikling, grunnlagstenkning, samt teoretiske og metodologiske diskusjoner innen aksjonsforskningsfeltet. Den tar opp spørsmål om deltakelse, erfaringskunnskap og dialog som grunnlag for kunnskapsutvikling. ...
  • How Does the Shift from Handwriting to Digital Writing Technologies Impact Writing for Learning in School? 

    Rønningsbakk, Lisbet (Chapter; Bokkapittel, 2022)
    The shift from handwriting to using writing technologies are widespread in today’s schools. And where handwriting still is the most used method, it is supported with digital writing technologies. My aim in this article is to show and discuss some aspects on how digital writing technologies impacts learning in school. Writing is a frequent activity in all education and the shift from handwriting til ...
  • How do teachers share and develop student ideas? 

    Drageset, Ove Gunnar; Eidissen, Thomas F. (Chapter; Bokkapittel, 2022-10-03)
    This article aims to try out a framework describing teacher positions based on an analysis of their interactions, and through this, gather ideas for further development of the framework. This article uses shared data from TWG 19, with data from five classrooms. These were analyzed by categorizing interaction from transcripts of the data. The analysis focuses mainly on the interactions related to one ...
  • Impediments to mathematical creativity: Fixation and flexibility in proof validation 

    Haavold, Per Øystein (Journal article; Tidsskriftartikkel; Peer reviewed, 2020-05-15)
    Mathematical techniques in proof writing can be narrowed down to specific proof styles. Simply put, proofs can be direct or indirect- the latter using the Law of the Excluded Middle from logic as well as the axiom of Choice, to prove existence of mathematical objects. However, the thinking skills involved in writing indirect proofs are prone to errors, especially from novice proof writers such as ...
  • Lærer-foreldre-relasjoner under press 

    Bæck, Unn-Doris K. (Journal article; Tidsskriftartikkel; Peer reviewed, 2013-10-01)
    Tema for denne artikkelen er forholdet mellom lærere og foreldre. Sett fra foreldres synspunkt kan forholdet til lærere noen ganger oppleves som vanskelig. På samme måte kan det å forholde seg til foreldre oppleves som krevende og stressende for lærere og påvirke deres erfaring med og forståelse av egen profesjon. I ytterste konsekvens kan dette ha betydning for hvorvidt lærere blir i jobbene ...
  • Forskeren som minst mulig voksen 

    Helgesen, Mai Brit (Journal article; Tidsskriftartikkel; Peer reviewed, 2012-04-01)
    Denne artikkelen tar for seg metodologiske utfordringer knyttet til forskerens deltakelse i produksjon av datamaterialet. Tema her er å undersøke hvordan kunnskap om barn fremstilles ved å avklare hvilke væremåter og posisjoner forskeren inntar som observatør av de sosiale samhandlingene, som finner sted mellom deltakerne i barnehagen. Det empiriske materialet som presenteres i artikkelen er en del ...
  • Multimodality - Literacy Practice - English 

    Jakobsen, Ingrid K. (Conference object; Konferansebidrag, 2016)
    <p>How is multimodality involved when educators design literacy events in the English classroom, and to what extent can this be seen in the pupils’ sign making? What makes up the multimodal ensemble in the literacy practice of English (in these selected literacy events)? How do the pupils make use of the modes available to them when they write an assignment? <p>A range of modes is used in the ...
  • Diverse Diversity. Contradictions and Challenges in Norwegian Rural Education. 

    Paulgaard, Gry; Saus, Merete (Journal article; Tidsskriftartikkel; Peer reviewed, 2023-07-26)
    The authors of this paper share a common background from the Northern Norway region, a rural county and the largest and least populated county of Norway. The region is characterised by high out-migration, lower educational levels, and higher drop-out rates from secondary education than in other regions of Norway. Limited educational provision makes it necessary for many young people in rural areas ...
  • Digital Tools for Structure in a Mainstream Class 

    Olsen, Mirjam Harkestad (Journal article; Tidsskriftartikkel, 2018)
    The subject of the article is how digital structure and predictability affects the learning environment. This is key knowledge as regards both class management and learning. An intervention research design was employed. The intervention aimed to test digital aids in a mainstream class: a digital day planner board and a Time timer wristwatch with a countdown function. These aids are usually allocated ...
  • Solformørkelsen i USA 2017 

    Thorvaldsen, Steinar (Conference object; Konferansebidrag, 2017)
  • In-service and Preservice Teachers` Conseptions of nature of Science 

    Tomperi, Päivi; Kvivesen, Mona (Chapter; Bokkapittel, 2021)
    Nature of science (NOS) is an important component of scientific literacy. Science teachers can have naïve conceptions and misconceptions of NOS which is detrimental to their students’ science learning. The aim of research was to examine in-service and preservice science and mathematics teachers’ understanding of NOS conceptions using open-ended VNOS-B instrument online anonymously. 13 in-service ...
  • Intangible Cultural Heritage as a resource for a Sámi mathematics curriculum 

    Fyhn, Anne Birgitte; Jannok Nutti, Ylva (Journal article; Tidsskriftartikkel; Peer reviewed, 2023-07-26)
    Northern Norway’s population comprises many different cultural groups. According to the Norwegian Education Act, education must give students insight into and a firm foundation in history and culture. This paper aims to present a proposal for how to start working with the creation of local rural mathematics curricula for which Sámi culture in particular, and Northern Norwegian culture in general, ...
  • Academic Freedom: Ivory Tower Privilege or Model for Education? 

    Bigell, Werner (Chapter; Bokkapittel, 2019)
    This article argues that the idea of academic freedom provides a conceptual angle for a critique of the ongoing educational reforms in Norway and in other countries, driven by economically oriented quality management (efficiency, standardization) and labor market orientation. A critique requires to make visible the price for the reforms, in particular the loss of freedom; here Hannah Arendt’s ...
  • Samisk innhold i skolen - kunnskap, rettigheter og mangfoldskompetanse 

    Andreassen, Bengt-Ove; Olsen, Torjer Andreas (Chapter; Bokkapittel, 2018)
  • Transforming teacher education for English - contradictions in the activity system hindering a third-space partnership 

    Holmbukt, Tove Elinor; Son, Minjeong; Larsen, Annelise Brox (Journal article; Tidsskriftartikkel; Peer reviewed, 2023-03-30)
    This paper addresses the theory–practice divide in the Norwegian teacher education programme for years 5–10. We examine to what extent crossing boundaries between the academic knowledge gained in the university and in the practice field can be achieved in the teacher education for English. This boundary crossing is conceptualised as establishing a ‘third space’ where theory and practice are ...
  • Literature and Data-driven Learning 

    Krogh, Ida Margrethe Rask; Moi, Ruben (Journal article; Tidsskriftartikkel; Peer reviewed, 2023-03-23)
    This article aims to examine how and why we can use digital storytelling (DST) to teach literature in the upper secondary classroom, and makes use of Mark Haddon’s complex, multimodal novel The Curious Incident of the Dog in the Night-Time (2004) as an example. DST is a powerful tool for the 21st century classroom, with the potential to help pupils to become empathetic, creative, inquisitive ...
  • Naturfag utenfor klasserommet fra et Nordnorsk perspektiv 

    Killengreen, Siw Turid; Lundberg, Helene; Jensvoll, Ingrid; Höper, Jan (Journal article; Tidsskriftartikkel; Peer reviewed, 2023-03-30)
    This survey investigated how teachers in the northernmost parts of Norway use outdoor science teaching, and what they consider to be the most important challenges. Most teachers report that they do outdoor science activities a couple of times a year, more often in primary school than secondary school. The topics covered are largely related to biology during autumn and spring. Factors that inhibit ...
  • Identifiserte storylines i nyutdannede læreres erfaringer med tilpasset opplæring i matematikk 

    Mikko, Lisa Broks (Master thesis; Mastergradsoppgave, 2023-05-15)
    Denne studien har hatt som formål å beskrive ulike myter og strukturer som legger føringer for hvordan matematikkopplæringen planlegges med hensyn til tilpasset opplæring og like muligheter for alle elever. Ved å benytte posisjoneringsteori har jeg utforsket hvilke storylines som kunne identifiseres i nyutdannedes opplevelser knyttet til deres arbeid med tilpasset opplæring. Videre hvordan disse ...
  • Utforskende undervisning i matematikk. En kvalitativ studie med nyutdannede og erfarne ungdomsskolelærere i Finnmark 

    Larsen, Johanne; Bremnes, Henrik (Master thesis; Mastergradsoppgave, 2023-05-11)
    Med innføring av fagfornyelsen i 2020 ved introduksjon til læreplan LK20, har lærere i landet måttet tilpasset undervisningen til de nye kompetansemålene læreplanen introduserte. Videre har læreplan introdusert kjerneelementer til hvert enkelt fag – det mest betydningsfulle innholdet som eleven skal lære for å kunne mestre å anvende faget. I matematikkfaget innebærer disse kjerneelementene ...

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