SammendragDenne studien søker å finne svar på hvordan høytpresterende elever på ungdomstrinnet opplever og responderer på naturfagundervisning i prestasjonslike elevgrupper. Over en periode på seks uker ble to parallelle intervensjoner gjennomført ved en ungdomsskole i Midt-Norge. Intervensjonene var: i) inndeling i prestasjonslike elevgrupper, og ii) økt bruk av utforskende arbeidsmåter.Analysene av det kvantitative datamaterialet viser at intervensjonene hadde kun mindre innvirkning på elevenes selvoppfatning og motivasjon, men var av større betydning for elevenes opplevelse av trivsel og motivasjon. De kvalitative dataene indikerer at medeleveffekter, gjort mulig gjennom tilrettelegging for samarbeid og kommunikasjon elevene i mellom, var viktigste årsak til økt trivsel og laering i denne studien. Det ble ikke påvist like tydelige tilpasningseffekter. Funn i studien indikerer at laerernes undervisningspraksis, og fag-og undervisningsorientering, er av stor betydning for hvordan laereren evner å tilpasse undervisningen slik at elevene får et optimalt utbytte av naturfagundervisning i prestasjonslike elevgrupper på ungdomstrinnet.Nøkkelord: Nivådeling i naturfag; selvoppfatning; trivsel og laering; didaktisk kontrakt AbstractThe aim of this intervention is to study how high-ability students in secondary schools experience and respond to science education in homogenous-performing groups. For the period of six weeks there were conducted two parallel interventions at a lower secondary school in central Norway. These interventions were: i) division of students in homogenous-performing groups, and ii) increased use of inquiry-based science teaching.The quantitative data show a minor increase in the high performing students' self-concept, but no change in motivation as a result of the intervention. However, the students reported major changes in the sense of well-being and learning. The qualitative data indicate that peer effects were the main reason for the increased sense of well-being and learning in this study. This appears to be made possible through enabling collaboration and communication between students. The analysis points to the science teachers'
Denne studien undersøker om uteskole i lærerutdanningen har betydning for nyutdan-nede læreres bruk av uteskole. Flere studier understreker nødvendigheten av at lærere utvikler ferdigheter, selvtillit og reflekterende praksis for å overkomme barrierer og utfordringer de møter når de skal gjennomføre uteskole. Det er ikke alltid lagt vekt på denne type undervisning i lærerutdanningene, og nyutdannede lærere kan derfor mangle kunnskaper og erfaringer med å planlegge og gjennomføre uteundervisning. Studien omfatter 22 PPU-studenter i naturfag og er en longitudinell aksjonsstudie der vi følger studentene gjennom PPU-studiet og deres første yrkesår. Lærerstudentene fikk først et teoretisk grunnlag om uteskole, ble deretter posisjonert som «elever» i et modellert undervisningsopplegg, og til slutt planla og gjennomførte de uteundervisning med elever. På slutten av deres første yrkesår ble fire av deltakerne intervjuet. Funnene indikerer at de nyutdannede lærerne har potensielle handlingskompetanser til å gjennomføre uteskole. Likevel har de i mindre grad realisert handlingskompetansene i egen undervisning på grunn av rammefaktorer i skolen som ikke fremmer bruk av alternative læringsarenaer. Utfordringer var også knyttet til overføring av handlings-kompetansene til andre kontekster enn den de erfarte i lærerutdanningen. Vi argumen-terer for at modellert undervisning og autentiske opplevelser i lærerutdanningen er viktige for å utvikle studentenes handlingskompetanser og undervisningspraksis. Nøkkelord: uteskole, naturfag, lærerutdanning, handlingskompetanser Does outdoor education in teacher education contribute to outdoor education during teachers’ first year as professionals? AbstractThis study investigates whether outdoor education in teacher education has an impact on the use of outdoor education by new teachers. Several studies emphasize the need for teachers to develop skills, confidence, and reflective practices to overcome barriers and challenges they face in completing outdoor education. Emphasis is not always placed on this type of teaching in teacher education, and newly qualified teachers may therefore lack the knowledge and experience to plan and conduct outdoor education. The study comprises 22 PPU science students (a one-year teacher education for students that already have a degree in physics and/or biology and/or chemistry) and is a longitudinal action study where we follow the students through the PPU education and their first year as professional teachers. The students were first given a theoretical basis on outdoor education, then positioned as "pupils" (students in upper secondary school) in a modeled teaching program, and finally, they planned and conducted outdoor teaching with real school students. At the end of their first year as professional teachers, four of the participants were interviewed. The findings indicate that the newly graduated teachers have potential acting competences to complete outdoor education. Nevertheless, they have to a lesser extent realized the acting competences in their own teaching due to framework factors in the school that do not promote the use of alternative learning arenas. Challenges were also linked to the transfer of the competences to action in contexts other than those experienced in teacher education. We argue that modeled teaching and authentic experiences in teacher education are important for developing students' action competences and teaching practices. Keywords: outdoor education, natural science, teacher education, action competences
This paper is based on an intervention study that aimed to explore how teachers participating in a structured PLC were supported when working with innovation that sought to improve classroom assessment strategies. Findings indicated that presenting a bureaucratic structure for the PLCs, like action learning and inquiry models, helped teachers to structure their planning, but analysis also revealed that action traps may hinder innovations that challenge teachers' current practice theories and teachers' learning processes need to be developed in cases where new practice theories are necessary for improvement. Leaders attending PLCs
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